Special Educational Needs: Training
The question
To ask the Secretary of State for Education, whether the provisions of the updated initial teacher training and early career framework which relate to pupils with SEND have been (a) co-produced, (b) designed, (c) developed, (d) evaluated and (e) delivered with (i) autistic people and (ii) people with a learning disability.
Answered by Catherine McKinnell
During 2023, the department reviewed the initial teacher training core content framework (CCF) and the early career framework (ECF) to ensure they remained based on the most up-to-date evidence. This review paid particular attention to the needs of trainees and early career teachers (ECTs) when supporting pupils with special educational needs and disabilities (SEND).
As part of the review process, the department analysed evaluation data and feedback, which included discussions with lead providers, senior school leaders, induction tutors, and mentors and ECTs. The department also worked closely and met regularly with groups of influential educational stakeholders. These were representative groups who acted in an advisory capacity and included SEND educational specialists.
As a result of this review, the updated initial teacher training and early career framework (ITTECF), which will underpin training for trainee and ECTs from September 2025, contains significantly more content related to adaptive teaching and supporting pupils with SEND and the department has enhanced the requirement on lead providers of ECT training to develop SEND training materials.
As the updated ITTECF will not be implemented until September 2025, the department has not yet evaluated its impact, however we recognise that continuous improvement is essential in order to transform the training and support for all new teachers, and to review the experiences and needs of ECT as well as trainees. This is why we are committing to a full review of the programme in 2027 to ensure it continues to provide the best possible support for ECTs. We know that it is crucial that ECTs feel supported teaching pupils with SEND and will review our approach to SEND and the support we provide ECTs in teaching pupils with SEND. We will work with stakeholders to ensure that we continue to provide the best possible support for pupils with SEND.
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