lordswrans/lordswrans2025-11-19 conversation_27
Source: hansard.parliament.uk (2025-11-19)

UK Parliament Hansard data: lordswrans/lordswrans2025-11-19 conversation_27

Baroness Bull: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. \p Baroness Smith of Malvern: 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.