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<p>Early identification of needs is critical to improving outcomes for children and
young people with Special Educational Needs and Disabilities (SEND) and the department
understands that early intervention can reduce the impact that a Special Educational
Need (SEN) or disability may have in the long term.</p><p>The SEND Code of Practice
is clear that meeting the needs of a child with SEN does not require a diagnostic
label or test. Instead, the department expects teachers to monitor the progress of
all children and young people and provide support where it is needed, including arranging
diagnostic tests where appropriate.</p><p>To support all teachers in meeting these
expectations, the department is implementing teacher training reforms. These reforms
are designed to ensure that teachers have the skills to support all pupils to succeed,
including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework
(CCF) has included content on adapting teaching to the strengths and needs of all
pupils. The department is conducting a review of the CCF and Early Career Framework,
which will consider further opportunities to improve how the frameworks support new
teachers to meet the needs of pupils with SEND.</p><p>The department’s Universal Services
(US) contract brings together SEND-specific continuous professional development and
support for the teaching workforce to improve outcomes for children and young people.
This includes autism awareness training and resources. Over 100,000 professionals
have undertaken autism awareness training since the US programme launched.</p><p>The
department has also committed to funding training for up to 7,000 early years staff
to gain an accredited Level 3 early years SENCO qualification.</p>
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