Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what assessment has been made of the potential impact of recent UK Research and Innovation and The Science and Technology Facilities Council's decisions to reduce funding for particle physics, nuclear physics and astronomy on (a) the training and retention of highly skilled graduates and (b) the UK’s long-term economic growth, scientific capability and international standing.

Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)

DSIT and UKRI remain committed to international scientific collaboration, and UKRI’s record £38.6 billion settlement over the Spending Review will support areas including talent, scientific capability and international collaboration, including £14 billion in curiosity-driven research that underpins long-term economic growth.

The Science and Technology Facilities Council (STFC) within UKRI is currently consulting with the scientific community about spending priorities within their settlement ahead of determining final allocations. No final spending decisions have been made.

Due to a rising cost base, choices are required to put the council on a financially sustainable footing. As part of this consultation, STFC is working with the sector to model scenarios for its portfolio in particle physics, astronomy and nuclear physics. The impacts of these different spending scenarios will be considered alongside feedback from the sector when taking final decisions.

UKRI’s CEO Sir Ian Chapman has confirmed that STFC’s core budget will hold relatively flat from £835 million to £842 million over the Spending Review period. Applicant-led research in STFC will increase from £83 million in 2026/27 to £90 million by 2029/30. As legacy commitments/awards come to their conclusion, headroom will also open up for UKRI-funded research and innovation under its government and societal priorities allocation which is open for competition.

Separately, informed by independent expert advice from UKRI’s Infrastructure Advisory Committee in late December, UKRI decided to stop several Infrastructure Fund projects, including some international projects in particle physics. These decisions have enabled UKRI to continue investing in other essential projects that seek to strengthen scientific capability and attract private investment.

DSIT has been in active dialogue with UKRI to ensure that any implications from funding decisions are fully understood and that they reflect both the UK’s strategic research priorities and its global commitments. DSIT has asked UKRI to ensure that its final allocations are informed by meaningful consultation with the research community and a robust assessment of potential consequences for the UK’s scientific capability and international standing.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of the adequacy of (a) existing mechanisms for an employee to raise concerns about an occupational health provider appointed by their employer and (b) independent oversight of the conduct and quality of these providers.

Answered by Stephen Timms - Minister of State (Department for Work and Pensions)

Employers are responsible for providing a mechanism for employees to raise concerns about an occupational health provider through their own industrial relations arrangements. Concerns about the quality and conduct of occupational health practitioners should be taken to the relevant professional body, such as the General Medical Council (GMC), Nursing and Midwifery Council (NMC) and the Health and Care Professions Council (HCPC).

Question to the Department for Transport:

To ask the Secretary of State for Transport, what assessment she has made of the adequacy of HGV testing capacity provided by the Driver and Vehicle Standards Agency in Southampton; what assessment she has made of the potential impact of examiner shortages on (a) vocational test volumes, (b) driver recruitment pipelines and (c) supply chain resilience in major port cities; and what steps she is taking to increase HGV testing capacity in those areas.

Answered by Simon Lightwood - Parliamentary Under-Secretary (Department for Transport)

The Driver and Vehicle Standards Agency (DVSA) is committed to ensuring there are sufficient vocational driving tests to meet demand from the HGV and PSV training sector across the country, including in major port cities. In 2024/25, the national average waiting time for a vocational practical test was 4.9 weeks.

Whilst DVSA is continuing to deploy examiner resource to vocational testing, it needs to ensure this is done in a way which balances all of the demands on DVSA’s examiner resource.

DVSA business account managers are working closely with training providers to understand when and where large goods vehicle tests are required and if there is likely to be any peaks in demand.

There are several vocational test sites that serve customers in Southampton, and currently there are not any known delays in test availability for these sites. The vocational testing waiting time in the DVSA regional zone in which Southampton is situated, is currently 2.6 weeks. The national average, as of 9 February, is 3.9 weeks.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what assessment she has made of the potential merits of alternative arrangements for British dual nationals travelling to the UK who do not hold a British (a) passport and (b) certificate of entitlement but are unable to obtain an Electronic Travel Authorisation as British citizens.

Answered by Mike Tapp - Parliamentary Under-Secretary (Home Office)

British citizens seeking to enter the UK may only evidence their right of abode in the UK at the border with a valid British passport, or other passport endorsed with a certificate of entitlement to the right of abode. On 26 February 2026, certificates of entitlement transitioned from physical vignettes in passports to digital records. There are no plans to make alternative arrangements at this time.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to promote the National Year of Reading 2026 in educational settings.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

This government has committed to strong foundations in reading and writing for all children, to help every child achieve and thrive at school.

We know that reading for pleasure is hugely important and brings a range of benefits, including strong links with attainment, wellbeing, empathy, confidence, and aptitude for learning, with reading holding the key to accessing the rest of the curriculum. However, recent evidence shows that only one in three children report enjoying reading in their free time with just one in five reading daily. This is even lower for certain groups, for example, in 2025, just 25.7% of boys aged 8-18 said they enjoy reading, compared to 39.1% of girls.

The National Year of Reading 2026 is a UK wide campaign to address the decline in reading for pleasure. It includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year. It encourages people of all ages to “Go All In” and explore reading as a way to deepen their interests and passions.

As part of the National Year of Reading, we are investing an additional £5 million for secondary schools to purchase books and other reading material to promote reading enjoyment amongst their pupils. This funding will be distributed during 2026, and further details will be communicated to schools in due course.

In addition to this, we have committed over £10 million, via the Dormant Assets Strategy, to ensure every primary school in England has a library by the end of this parliament.

These initiatives demonstrate our commitment to ensuring that every child has access to high-quality reading opportunities, to inspire a love of reading that lasts a lifetime. We also look forward to engaging with the Education Select Committee’s inquiry into Reading for Pleasure and reviewing its findings.

90th anniversary of the Spitfire

Found: the meeting Members present: Helen Hayes (Chair); Sureena Brackenridge; Dr Caroline Johnson; Darren Paffey

Found: the meeting Members present: Helen Hayes (Chair); Sureena Brackenridge; Dr Caroline Johnson; Darren Paffey

Found: Watch the meeting Members present: Helen Hayes (Chair); Jess Asato; Sureena Brackenridge; Darren Paffey

Found: Watch the meeting Members present: Helen Hayes (Chair); Jess Asato; Sureena Brackenridge; Darren Paffey

Found: Labour; Wolverhampton North East) Dr Caroline Johnson (Conservative; Sleaford and North Hykeham) Darren Paffey

Found: Watch the meeting Members present: Helen Hayes (Chair); Mrs Sureena Brackenridge; Darren Paffey; Rebecca

Found: Watch the meeting Members present: Helen Hayes (Chair); Jess Asato; Dr Caroline Johnson; Darren Paffey

Found: RG2 8EP Wokingham South East Yuan Yang Oasis Academy Sholing SO19 8PH Southampton South East Darren Paffey

Found: RG2 8EP Wokingham South East Yuan Yang Oasis Academy Sholing SO19 8PH Southampton South East Darren Paffey

Submit Evidence (by 27 Mar 2026)

The Education Select Committee and the Health and Social Care Select Committee have jointly launched an inquiry into the mental health of children and young people. This inquiry will examine mental health support and services provided in education and community settings, available to children and young people up to the age of 25. The Committees wish to understand how this provision is integrated with specialist Child and Adolescent Mental Health Services (CAMHS), acute and other statutory NHS services. 

Submit Evidence (by 10 Apr 2026)

The Education Committee is looking to examine how artificial intelligence (AI) and EdTech are reshaping education across England, from early years settings to schools, colleges and universities. The Committee will explore the opportunities these technologies present for improving learning and teaching, as well as the risks they pose - including their potential impact on children’s digital rights, safeguarding, inequalities and assessment.