Supplementary memorandum submitted by
the Department for Education and Skills
Q219 Mr Marsden:
A quick final question on that point if I may, Parmjit. That is
all good news. What, however, we have heard, both from the NUT
and from Professor Peter Smith, is that they are very concerned
that there is a lack of training for teachers in how to prevent
bullying; and from my own experience and from discussions with
your colleague Andrew Adonis, I know that is an issue, particularly
in terms of teachers identifying children with special educational
needs. Do teachers receive enough training? If not, what are you
going to do about it?
Mr Dhanda: It is a part of initial teacher training,
but we are actually putting in place a £1.1 million programme
to further that, including getting teachers on that initial teacher
training course.
Q219 Mr Marsden: That is a pilot scheme, is
it not, the 1.1 million, I think?
Mr Dhanda: No, I do not think so. I will write
to you.
RESPONSE
With regard to addressing special educational
needs (SEN), all student teachers are required, as part of their
initial training, to demonstrate that they:
— understand their responsibilities
under the SEN Code of Practice, know how to identify children
with SEN and where to seek advice from specialists on less common
types of special educational needs;
— can identify and support children
working below age-related expectations, those who are failing
to achieve their potential in learning, and those who experience
behavioural, emotional and social difficulties;
— are able to differentiate their teaching
to meet the needs of all children, including those with special
educational needs.
These standards are currently under review,
but we expect the new standards to recognise the importance of
trainee teachers being able to demonstrate a clear understanding
of the statutory requirements in relation to SEN and disability
and the knowledge and skills required to vary their approach to
meet the needs of children with SEN and/or disabilities.
Standards are important, but much depends on
how they are achieved in practice. Ofsted have an important regulatory
function in this regard. We have asked Ofsted to carry out a thematic
review of the journey the intending teacher takes through initial
teacher training and induction where the acquisition of skills,
knowledge and understanding relating to SEN and disability are
concerned, including awareness of disability discrimination legislation
and the new duty to promote equality of opportunity for disabled
people.
The £1.1 million programme I referred to
is a series of projects which we have commissioned the Training
and Development Agency for Schools to take forward. The component
elements are designed to improve and strengthen the confidence
of trainees, newly qualified and experienced teachers in relation
to SEN and disability. This programme began in 2005 and will continue
until 2008.
I think the pilot component you had in mind
relates to new specialist SEN and disability units for the longer
three or four year initial teacher training courses in ten higher
education institutions. These modules will be evaluated in February
and July 2007 and we will want to review how the units have operated
and student reaction to them. The evaluation will consider whether
it would be feasible for such units to be built into the shorter
PGCE courses and into the employment-based routes. Whilst these
initiatives in themselves are not designed or intended to specifically
address the issue of bullying, they will help teachers to be alert
to the particular needs of children and to be sensitive to issues
troubling them.
The Government expects every school to consider
what action they must take in relation to continuing professional
development for staff in meeting the needs of children with SEN
and disabilities. Head Teachers should maintain appropriate expertise
within their school at all times, taking into account staff changes
and changes in the population of children that attend the school.
The substantial funds given to schools in the School Development
Grant provide resources for this. We will bolster the guidance
offered to School Improvement Partners to encourage them to discuss
with schools whether SEN and disability are given the appropriate
priority in relation to CPD.
February 2007
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