Source · Select Committees · Education Committee
Recommendation 53
53
Acknowledged
Universal SEND professional development improves outcomes for all pupils and teacher resilience.
Conclusion
Continuous professional development in SEND should not be viewed solely as a support mechanism for specialist SEND educators. When all teachers are trained to understand and respond to the needs of pupils with SEND, the entire workforce becomes more inclusive, adaptive, and confident in managing diverse classrooms. An essential skill set in the modern classroom, this not only improves outcomes for pupils with SEND but also supports teacher resilience and wellbeing, enhancing the learning 166 experience for all students by fostering a more empathetic, dynamic and flexible teaching environment. We have seen evidence that deploying this approach reduces the need for EHC plans. (Conclusion, Paragraph 210)
Government Response Summary
The government acknowledges the importance of improving professional development for "all teachers" and highlights the ITTECF's enhanced SEND statements, aligning with the principle that all teachers need SEND training, but does not commit to making CPD continuous or mandatory for all beyond the early career stage.
Government Response
Acknowledged
HM Government
Acknowledged
In schools, we want to make sure teachers can access high quality professional development that supports them to deliver the best teaching for all pupils, including those with SEND. We are considering how we can improve professional development for all teachers, from Initial Teacher training and early career support through to leadership. In September 2025, building on the support available to early career teachers, we introduced the Early Career Teacher Entitlement (ECTE). The ECTE revised and improved the delivery of what we formerly referred to as the ECF programme. Changes were introduced including moving to a combined framework to create a joined-up programme of development, which covers the first three years or more at the start of a teacher’s career. The ECTE is underpinned by the Initial Teacher Training and Early Career Framework (ITTECF) which contains new and enhanced framework statements relating to adaptive teaching and supporting pupils with SEND. We have also committed to providing targeted support and further resources for ECTs in special schools. This will ensure that the ECTE will help to create a more supportive and effective environment for ECTs teaching pupils with SEND, ultimately leading to better outcomes for those pupils. We recognise that continuous improvement is essential in order to transform the training and support for all new teachers, and to review the experiences and needs of ECTs as well as trainees. That’s why we are committing to a full review of the delivery of the ECTE, including the content of the ITTECF, in 2027 to ensure it continues to provide the best possible support for ECTs based on the most up to date evidence. We know that it’s crucial that ECTs feel supported in teaching pupils with SEND which is why we will also review our approach to SEND, and the support we provide ECTs in teaching pupils with SEND.