Source · Select Committees · Education Committee
Recommendation 54
54
Not Addressed
Mandate SEND continuing professional development for all educators via qualification or module incorporation.
Conclusion
SEND CPD should be made mandatory to ensure that all educators are equipped to meet the diverse needs of children and young people with SEND. This could be achieved through a nationally recognised supplementary qualification in SEND that all existing teachers must complete within a defined timeframe (e.g. three years), similar to the Early Career Framework but focused on inclusion and SEND best practice; or through the incorporation of mandatory SEND modules into existing CPD requirements; or through performance management frameworks, ensuring ongoing engagement and application in classroom settings. (Recommendation, Paragraph 211)
Government Response Summary
The government's response outlines updates to early career training frameworks and future reviews but does not commit to making SEND-specific continuing professional development (CPD) mandatory for all educators as recommended.
Government Response
Not Addressed
HM Government
Not Addressed
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.