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<p>My right hon. Friend, the Secretary of State for Education, has not made any formal
assessment of the implications of this research.</p><p>The department has made a big
difference to support for pupils with dyslexia through our clear focus on literacy,
particularly the use of phonics, and improving initial teacher training and continuing
professional development for pupils with special educational needs and disabilities
(SEND). We have also provided substantial investment in additional training and resources
for the school workforce, including materials relating to autism, dyslexia and other
specific learning difficulties.</p><p>The SEND Reforms introduced the ‘plan, do, review’
graduated approach for pupils on SEND support so that teachers have a focus on ensuring
that pupils have the right support to reach their full potential.</p><p>We recently
announced significant extra funding for children and young people with more complex
needs. As part of our school funding package, which will provide an extra £14 billion
over the next 3 years, we are increasing high needs funding by £780 million next year,
which is an increase of 12% on the amount available this year. This brings the total
to be spent on supporting those with the most complex needs to £7.2 billion.</p><p>Although
this additional funding will help, we recognise that more needs to be done to ensure
this investment is working as well as it can for young people and that we have a sustainable
SEND system in future. That is why the government recently announced a review of SEND.</p>
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