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<p>The department aims for all children and young people, to receive the right support
to succeed in their education and as they move into adult life, including those with
visual impairments, dyslexia and other neurodiverse conditions. The department is
creating a new single national Special Educational Needs and Disabilities (SEND) and
Alternative Provision (AP) system which will focus on how needs are identified and
met across Education, Health and Care. This new single national system will set standards
on what support should be made available in mainstream settings, including for children
with visual impairments, and when specialist provision, including AP, is most appropriate
for meeting a child or young person’s needs.</p><p>Early identification of need and
support is critical to improving outcomes for children and young people with SEND,
including those with dyslexia. The department already has numerous measures to help
teachers do this, including the Phonics Screening Check and statutory assessments
at the ends of key stage 1 and 2. The department has also introduced a package of
measures to support the effective teaching of reading, including for those at risk
of falling behind. This includes the launch of the English Hubs programme; the publication
of the Reading Framework; and an updated list of high-quality phonics programmes for
schools.</p><p>The department is committed to ensure a steady supply of teachers of
children with visual impairments in both specialist and mainstream settings. To teach
a class of pupils with visual impairments, a teacher is required to hold the relevant
mandatory qualification in sensory impairment (MQSI). There are currently six providers
of the MQSI, with a seventh from September 2024. In addition, the Institute for Apprenticeships
and Technical Education (IfATE) is developing a new occupational standard for teachers
of sensory impairment, expected to launch in 2025.</p><p>On 11 July 2023, the department
published an updated version of the Reading Framework. The Reading Framework includes
guidance on teaching reading to pupils with moderate to severe SEND and complex needs.
It is primarily aimed at mainstream schools where, with the right support, the vast
majority of pupils will be able to make expected progress.</p><p>It is for individual
schools to decide how best to provide and maintain a library service for their pupils,
including whether to employ a qualified librarian. Many head teachers recognise the
important role school libraries play in improving literacy and encouraging pupils
to read for pleasure and ensure that suitable library facilities are provided.</p>
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