Numeracy: Assessments

The special educational needs and disabilities (SEND) code of practice is clear that meeting the needs of a child with special educational needs does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all pupils and put support in place where needed.

To support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings.

Recently published evidence reviews from University College London will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches.

In addition, the ‘What Works in SEND’ research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

Both initiatives aim to strengthen teaching for children with special educational needs, including dyscalculia.

The funding announced at the 2025 Spending Review, which will provide an increase of £4.2 billion over the next three years, will help to facilitate reform of the SEND system. We are continuing to engage with children, parents and experts as we develop plans to ensure all children get the outcomes and life chances they deserve and will be setting out more detail in the Schools White Paper in the new year.