Written questions by Dance.

What steps she is taking to help dyslexic inmates improve their (a) reading and writing skills and (b) employment prospects.

His Majesty’s Prisons and Probation Service (HMPPS) offers screening to prisoners upon entry to prison for neurodiversity needs including needs associated with dyslexia. This helps us identify any additional needs they may have that might impact their ability to engage with the regime or learning opportunities in the prison. We would not attribute any additional needs that are identified during the screening process to a specific condition but do encourage individuals to self-declare any conditions or needs they consider themselves to have.The Prisoner Education Service is in the process of procuring a new Additional Needs Indicator screening tool that will identify many of the traits and needs associated with dyslexia. This screening will be offered to all prisoners without a previous record of completing the new tool as part of introduction to education following reception into prison. Where needs are identified, appropriate support and reasonable adjustments can be put in place.HMPPS takes a needs-led approach to supporting individuals with additional learning needs, such as dyslexia. To improve support for prisoners the Neurodiversity Support Manager (NSM) role has been rolled out across the prison service. NSMs implement a whole prisons approach to neurodivergence. They are responsible for improving processes to identify and support prisoner' needs and ensuring neurodivergent prisoners can access education, skills, and work opportunities within the prison.Formal literacy teaching follows national accredited qualifications which must follow quality standards laid down by awarding organisations. All prisons have reading strategies, and we have established a national reading panel, including experts from the British Dyslexia Association. Reader pens, which help those with low literacy levels including those with dyslexia, are available across the estate for Governors to purchase, and use is widespread.The NSM role provides additional support for learners with neurodivergent needs such as dyslexia to access both education and work. After screening, a Personal Learning Plan is created. These provide people who work with a prisoner information about the prisoner’s needs, goals and achievements. We are broadening prisoner employment pathways through an apprenticeship programme that can be used in open prisons. The Department for Education has recently announced that the requirements for English and maths qualifications for learners over 19 to access apprenticeships will be optional. This will support more prisoners with additional learning needs such as dyslexia to access apprenticeships.

What steps she is taking to provide screening for dyslexia in prisons.

His Majesty’s Prisons and Probation Service (HMPPS) offers screening to prisoners upon entry to prison for neurodiversity needs including needs associated with dyslexia. This helps us identify any additional needs they may have that might impact their ability to engage with the regime or learning opportunities in the prison. We would not attribute any additional needs that are identified during the screening process to a specific condition but do encourage individuals to self-declare any conditions or needs they consider themselves to have.The Prisoner Education Service is in the process of procuring a new Additional Needs Indicator screening tool that will identify many of the traits and needs associated with dyslexia. This screening will be offered to all prisoners without a previous record of completing the new tool as part of introduction to education following reception into prison. Where needs are identified, appropriate support and reasonable adjustments can be put in place.HMPPS takes a needs-led approach to supporting individuals with additional learning needs, such as dyslexia. To improve support for prisoners the Neurodiversity Support Manager (NSM) role has been rolled out across the prison service. NSMs implement a whole prisons approach to neurodivergence. They are responsible for improving processes to identify and support prisoner' needs and ensuring neurodivergent prisoners can access education, skills, and work opportunities within the prison.Formal literacy teaching follows national accredited qualifications which must follow quality standards laid down by awarding organisations. All prisons have reading strategies, and we have established a national reading panel, including experts from the British Dyslexia Association. Reader pens, which help those with low literacy levels including those with dyslexia, are available across the estate for Governors to purchase, and use is widespread.The NSM role provides additional support for learners with neurodivergent needs such as dyslexia to access both education and work. After screening, a Personal Learning Plan is created. These provide people who work with a prisoner information about the prisoner’s needs, goals and achievements. We are broadening prisoner employment pathways through an apprenticeship programme that can be used in open prisons. The Department for Education has recently announced that the requirements for English and maths qualifications for learners over 19 to access apprenticeships will be optional. This will support more prisoners with additional learning needs such as dyslexia to access apprenticeships.

Food and Rural Affairs, with reference to the oral contribution by the hon. Member for Yeovil during the Ministerial Statement on Sustainable Farming Incentive on 12 March 2025, if he will visit farmers in Yeovil constituency to discuss this matter.

The Secretary of State believes in the importance of continued engagement with the sector and has spoken with several farmers since his appointment. He will be happy to speak to those in the Yeovil Constituency.

Communities and Local Government, what plans she has to improve (a) transparency and (b) professionalism in the leasehold sector in Somerset.

I refer the hon. Member to the Written Ministerial Statement made on 21 November 2024 (HCWS244).

What steps she plans to take to help train employers to (a) recognise and (b) support employees with (i) dyslexia and (ii) neurodivergent conditions.

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

What plans she has to support the diagnosis of dyslexia in adults in the workplace.

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

What assessment she has made of barriers faced by dyslexic adults in the workplace.

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

What plans she has to support technical colleges to provide specialist support for dyslexic students in (a) Somerset and (b) the South West.

We are the department for opportunity. As part of this we are committed to help every learner to achieve and thrive, through excellent teaching and high standards. This includes a focus on children and young people with special educational needs and disabilities (SEND).The SEND Code of Practice is clear that all children and young people with SEND should be prepared for adulthood.Preparation for adulthood means higher education and/or employment, independent living, participation in society and being as healthy as possible in adult life.All local authorities must set out the support available to help children and young people with SEND move into adulthood as part of their local offer.All education and training providers, including Technical Colleges, and other related service providers, have a duty to make reasonable adjustments for disabled people, so they are not disadvantaged 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, which is available at: https://www.legislation.gov.uk/ukpga/2010/15/section/20.There is a range of support on offer for dyslexic students. Students should discuss their needs with the college or education provider before the course begins. They will assess needs by consulting the student, their previous school and (if appropriate, and with permission) parents. Over the age of 16, the student should be fully involved in the discussions around special educational needs support.The college must explain what support they will provide to meet the person’s individual learning needs. They should regularly review this support, keep records of the student’s progress and discuss this with them.Support can include the use of additional time for tasks and exams, assistive technology, specialist tuition, note-takers and one-to-one or small group learning support.The British Dyslexia Association offers advice and guidance on how students should be supported, which is available at: https://www.bdadyslexia.org.uk/advice/educators.Disability Rights UK have information available which describes how reasonable adjustments can be provided for students with disabilities. This can be accessed at: https://www.disabilityrightsuk.org/resources/adjustments-disabled-students-and-apprentices.

What plans she has to improve specialist teacher training on supporting dyslexic students in secondary schools.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. The government is focusing on improving inclusivity and expertise in mainstream schools, and is working with families and education and care experts to deliver this in the best interests of all children and to improve parents’ trust. High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND or from disadvantaged backgrounds, and the department is committed to ensuring that all pupils receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND such as dyslexia. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards to be recommended for the award of qualified teacher status. The ITT Core Content Framework and Early Career Framework (ECF), for trainee 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. 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 providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025 all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE). The department’s review of content for the ITTECF paid particular attention to the 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, some of which has been adapted from the new national professional qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. We have edited existing statements to improve inclusivity for SEND throughout the framework, including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils, including those with dyslexia. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children. The department recognises that continuous improvement is essential and has recently committed to a full review of the ECTE in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

Pursuant to the Answer of 2 September 2024 to Question 2285 on Pupils: Dyslexia, what discussions she has had with (a) families and (b) education care experts on delivering the best educational outcomes for children with (i) dyslexia and (ii) other neurodivergent conditions in (A) Somerset and (B) the South West.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.The department is working closely with experts on reforms, including Dame Christine Lenehan as a Strategic Advisor for SEND, who is playing a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for the future of SEND reform.We know that consistent, meaningful co-production is vital to improving the experiences of all children, young people and their families, and local authorities must ensure that children, young people and parents are provided with the information, advice and support necessary to enable them to participate in discussions and decisions about their support. We will continue to offer training and support, via our contracted delivery partners, to SEND Information, Advice and Support Services (SENDIASS).The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.In the South West, there are six English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and Unlocking Excellence. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme brings together integrated care boards, local authorities and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodivergent children. PINS was co-produced with parent carers with input from education and health professionals.Since the programme launched in November 2023, PINS has deployed health and education specialists to strengthen training for teachers and staff in around 1,650 mainstream primary schools (10%).PINS is successfully operating in Somerset, Devon and Cornwall, with specialist neurodiversity training and parent carer engagement currently being delivered in participating schools. The PINS programme is being evaluated and the learning will inform future policy development around how schools support neurodivergent children.Additionally, the department has brought together a group of leading neurodiversity experts to work closely with us to help improve inclusivity and expertise in mainstream settings in a way that works for neurodivergent children and young people.

What plans she has to improve specialist teacher training on supporting dyslexic students in primary schools.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. The government is focusing on improving inclusivity and expertise in mainstream schools, and is working with families and education and care experts to deliver this in the best interests of all children and to improve parents’ trust. High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND or from disadvantaged backgrounds, and the department is committed to ensuring that all pupils receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND such as dyslexia. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards to be recommended for the award of qualified teacher status. The ITT Core Content Framework and Early Career Framework (ECF), for trainee 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. 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 providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025 all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE). The department’s review of content for the ITTECF paid particular attention to the 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, some of which has been adapted from the new national professional qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. We have edited existing statements to improve inclusivity for SEND throughout the framework, including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils, including those with dyslexia. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children. The department recognises that continuous improvement is essential and has recently committed to a full review of the ECTE in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

What plans she has to improve specialist teacher training on supporting dyslexic students in the post-16 education sector.

We are the department for opportunity. As part of this we are committed to help every learner to achieve and thrive, through excellent teaching and high standards. This includes a focus on children and young people with special educational needs and disabilities (SEND).The department has put measures in place to support students with SEND. All publicly funded further education (FE) teacher training routes are required to support trainees to achieve the learning and skills teacher occupational standard. The standard requires trainee teachers to actively promote equality of opportunity and inclusion by responding to the needs of all students, including children and young people with SEND and/or dyslexia.The department has also continued to offer financial incentives for those undertaking teacher training for the FE sector in priority subject areas. We confirmed that FE teacher training bursaries will be offered for a further year, the 2025/26 academic year. We have set the bursaries for SEND at £15,000.All education and training providers, including technical colleges, and other related service providers, have a duty to make reasonable adjustments for disabled people, so they are not disadvantaged 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, which is available here: https://www.legislation.gov.uk/ukpga/2010/15/section/20.

What the average waiting time is for dyslexia assessments in (a) Yeovil, (b) Somerset and (c) the South West.

Data on waiting times for dyslexia assessments is not held centrally. Assessments for dyslexia in children are provided by an educational psychologist or an appropriately qualified specialist dyslexia teacher. If a parent thinks their child may be dyslexic, as a first step they should speak to their child’s teacher or their school's special educational needs co-ordinator about their concerns. They may be able to offer additional support to help the child if necessary. Further information on dyslexia assessments can be found on the NHS.UK website, at the following link:https://www.nhs.uk/conditions/dyslexia/diagnosis/The early identification of needs and support is critical to improving outcomes for children and young people with Special Educational Needs and Disabilities, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and the statutory assessments at the end of key stage two.

What steps he is taking to improve the diagnosis of dyslexia in children in (a) Somerset and (b) the South West.

Data on waiting times for dyslexia assessments is not held centrally. Assessments for dyslexia in children are provided by an educational psychologist or an appropriately qualified specialist dyslexia teacher. If a parent thinks their child may be dyslexic, as a first step they should speak to their child’s teacher or their school's special educational needs co-ordinator about their concerns. They may be able to offer additional support to help the child if necessary. Further information on dyslexia assessments can be found on the NHS.UK website, at the following link:https://www.nhs.uk/conditions/dyslexia/diagnosis/The early identification of needs and support is critical to improving outcomes for children and young people with Special Educational Needs and Disabilities, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and the statutory assessments at the end of key stage two.

Food and Rural Affairs, what assessment he has made of the potential merits of extending the Flood Re-Programme to include properties built after 2009.

The Flood Re scheme was established to ensure UK households living in properties at high risk of flooding can access affordable home insurance. Homes built after 2009 were not included within the scope of the scheme due to changes to planning policy in 2006 specifying that inappropriate development in floodplains should be avoided. Where development is necessary in a flood risk area, it should be made flood resistant and resilient and safe for their lifetime, without increasing flood risk elsewhere. Flood Re’s second Quinquennial Review was published in July 2024. Consideration was given to extending the scope of the Scheme including homes built after 2009. Flood Re determined that the scheme should not currently be extended, citing the lack of substantive evidence of a systemic market failure. There are currently no plans to extend the scope of the scheme, however Defra regularly reviews all policies, including eligibility for Flood Re.

What assessment she has made of the adequacy of support for dyslexic students in mainstream education in (a) Somerset and (b) the South West.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.We are providing £1 billion more for high needs budgets in 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.The core content framework and early career framework, for trainee 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 from September 2025 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 providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools.The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

What steps her Department is taking to ensure early diagnosis of dyslexia in schools.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.We are providing £1 billion more for high needs budgets in 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.The core content framework and early career framework, for trainee 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 from September 2025 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 providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools.The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

What steps her Department is taking to support children diagnosed with dyslexia in Yeovil constituency.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.We are providing £1 billion more for high needs budgets in 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.The core content framework and early career framework, for trainee 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 from September 2025 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 providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools.The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

What plans she has to improve (a) inclusivity and (b) expertise on dyslexia in mainstream schools in (i) Somerset and (ii) the South West.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.We are providing £1 billion more for high needs budgets in 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.The core content framework and early career framework, for trainee 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 from September 2025 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 providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools.The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.In the South West there are 6 English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and ‘Unlocking Excellence’. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

What role UK-based suppliers of (a) defence and (b) security equipment will have in reaching the target of spending 2.5% of GDP on defence by 2027.

This Government recognises the vital role the UK defence industry plays not only in our national security but also to the economic prosperity and growth of the UK. Our industry partners, of all sizes, are very much at the heart of our One Defence approach. The Defence Industrial Strategy will align our security and economic priorities to boost the prosperity of our people across the country, provide resilience for the UK, and ensure the credibility of our deterrence. We will ensure a strong defence sector and resilient supply chains across the whole of the UK.The investment in defence announced by the Prime Minister on 25 February 2025 will protect UK citizens from threats and create a secure and stable environment in which businesses of all sizes can thrive, supporting the Government’s number one mission to deliver economic growth. The new Defence Industrial Strategy will set out how UK-based suppliers will support both our national security and economic prosperity when it is published later this year.