Apprenticeships, Skills, Children and Learning Bill

I will not argue with the noble Baroness about the importance of early diagnosis—perhaps "identification" is a better term. It is absolutely essential. The noble Lords, Lord Addington and Lord Elton, and the noble Baroness, Lady Howe, have stressed this on many occasions. We all agree that early identification is essential. I do not want it to be thought that there is an assumption that it is only children who are less able who have dyslexia or other learning difficulties. Very bright children struggle with these difficulties. I fully recognise that. The example given by the noble Baroness is a very important one. I share the concern of the noble Lord, Lord Elton, that we should continue improving the school workforce’s skills in identifying and teaching children with special educational needs. Noble Lords will be aware from our previous discussions and correspondence over the years that we are looking to address these concerns in ways that are different from those proposed in the amendment. We have had a very good debate today. A statutory duty is already in place on schools to use their best endeavours to ensure that necessary provision is made for pupils with special educational needs. The professional standards for teachers require trainee teachers to demonstrate that they can make effective personalised provision for those whom they teach, including those with special educational needs, and that they know how to differentiate their teaching accordingly. The Training and Development Agency for Schools is encouraging training providers to use new specialist study units that include material on learning and teaching for pupils with, for example, autism or dyslexia, or who require support with speech, language and communication needs. This is important new work that is being developed. We know that most providers are using these materials on their primary undergraduate teacher training courses. That is new; it is something that we have talked of in the past as being very necessary. We launched the units for secondary undergraduate courses on 23 June. SEN units for the PGCE will be available before the end of the year. We have also developed the inclusion development programme for the school workforce. Since we debated this issue last year, we have issued materials to increase confidence and knowledge in relation to children with autism. I know that noble Lords are very concerned about that, too. My noble friend has already referred at length to Sir Jim Rose’s report, as I have just done, but the noble Lord, Lord Addington, touched on the 4,000 teachers in specialist dyslexia teacher training. I would say that that is an important and significant contribution. It has been welcomed by the stakeholders as an important step forward. I recognise noble Lords’ concerns about the need to do more for children and young people with special educational needs but, equally, I am sure that they will recognise the challenges in establishing reliable screening tools for all learning difficulties listed in the amendment. We are taking this seriously and trying to ensure that the teaching workforce has the skills. We are committed to supporting, in particular, children and young people with dyslexia. I accept the point about early intervention. We look forward to the significant Ofsted review that is being undertaken, in which I know this House will show a great deal of interest. I hope that, with this ongoing interest and concern, the noble Lord will consider withdrawing his amendment.