wrans/answers2025-03-31 conversation_218
Source: hansard.parliament.uk (2025-03-31)

UK Parliament Hansard data: wrans/answers2025-03-31 conversation_218

Dr Danny Chambers:To ask the Secretary of State for Education, what progress her Department has made on introducing mandatory training on hidden disabilities for all (a) school, (b) further education and (c) higher education staff. \p Catherine McKinnell: 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).

The Initial Teacher Training (ITT) Core Content Framework and Early Career Framework, for trainees and early career teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching, and are underpinned by the most up-to-date evidence. From September 2025 they will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by ITT providers to create their curricula. All ECTs will be entitled to a two-year induction underpinned by the ITTECF which will be known as the Early Career Teacher Entitlement (ECTE).

During the department’s review which led to the development of the ITTECF, particular attention was paid to the evidence base and needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, including those with neurodiversity.

The department recognises that continuous improvement is essential and have recently committed to a full review of the ECTE in 2027, including the ITTECF, to ensure it continues to provide the best possible support for ECTs. This review will include a focus on the support we provide new teachers in teaching pupils with SEND.

School support staff play a vital role in children’s education. They are crucial to ensuring we give children the best possible life chances. The availability of training and career progression opportunities for school support staff helps ensure schools have the skilled staff they need to deliver high quality education. For example, in September 2024 the Institute for Apprenticeships and Technical Education (IfATE) approved a new Level 5 Specialist Teaching Assistant apprenticeship, allowing teaching assistants to specialise in one of three areas: SEND, Social and Emotional Wellbeing, or Curriculum provision. The apprenticeship will be available for candidates to undertake in 2025.

We recognise the importance of supporting further education (FE) students with complex needs, and the valuable role colleges play in SEND education. We are currently supporting the recruitment and training of SEND specific teachers in FE through:

The department also runs a Universal SEND Services contract to provide SEND-specific professional development and support for the school and FE workforce. The programme helps professionals to identify and meet the needs of children and young people with SEND, earlier and more effectively. Since the programme commenced, school and college staff have completed over 20,000 online training modules.

All education and training providers, including universities and other related service providers, have a duty to ensure reasonable adjustments for disabled people, so they are not placed at a substantial disadvantage compared to non-disabled students. This includes people with a learning difficulty. This duty is set out under Section 20 of the Equality Act 2010.