Dyslexia and other Neurodivergent Conditions

14. What steps his Department is taking to help improve (a) early identification of, (b) teacher training in and (c) support for pupils with dyslexia and other neurodivergent conditions in primary schools.

Our ambition, which I know my right hon. Friend shares, is that we will level up opportunities for all children and young people. That is why I have published the Schools White Paper and the SEND and alternative provision Green Paper, which sets out our plans to better identify children at risk of falling behind and then provide them with the support they need. That includes those with neurodivergent conditions

I am grateful to the Secretary of State for that answer and for the work that he has done. The White Paper and the SEND review have gone down very well, but they are about the direction of travel; we need to get to the destination. Will he confirm the need for a universal approach to screening for neurodiverse conditions and will he also congratulate those who are doing good work already such as those at Laureate Community Academy in Exning in Newmarket, which I visited earlier this month?

The Under-Secretary of State for Education, my hon. Friend the Member for Colchester (Will Quince), will be hosting a roundtable meeting this summer to discuss the different approaches being taken around the country, where I hope we will learn from some of those people—as my right hon. Friend knows, I will always be the evidence-led Secretary of State. Early intervention is important, and the SEND and alternative provision Green Paper will deliver that. Moreover, the parent pledge in the Schools White Paper is a lever for teachers to identify those children with dyslexia and dyspraxia and to put that help in place.