Asked by: Anneliese Dodds (Labour (Co-op) - Oxford East)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what steps her Department is taking to support research institutions in the period before UK Research and Innovation budget allocations are determined.
Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
In December, UK Research and Innovation (UKRI) set out how it will deliver its record £38.6 billion funding allocation over the next four years. This is part of the largest ever investment in R&D made by any UK government (£86 billion up to 2029/30) and will help drive new scientific breakthroughs, help create new industries and grow businesses faster, and deliver the growth we need for good jobs and better lives.
The Department for Science, Innovation and Technology (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.
Asked by: Lord Pearson of Rannoch (Non-affiliated - Life peer)
Question to the Home Office:
To ask His Majesty's Government, further to the Written Answer by Lord Hanson of Flint on 27 January (HL13553), who is responsible for conducting the research into grooming gang perpetrators' backgrounds and motivations; when that research is expected to be complete; and when that research will be published.
Answered by Lord Hanson of Flint - Minister of State (Home Office)
The Home Secretary has commissioned UK Research and Innovation to deliver this new programme of research, which will address evidence gaps in our understanding of the backgrounds, motivations, and drivers of group-based child sexual exploitation offending. We expect the programme of research to be a multi-year project, with individual research projects reporting through its duration. Further details will be announced in due course.
Asked by: Lord Clement-Jones (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government at what stage of development is the Department for Education Content Store; what information, if any, it contains about pupils; who has access to it; for what purposes; and how ongoing developments will be reported to Parliament or made public.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The Education Content Store programme is currently preparing for public beta phase. This phase will provide access, on a test basis, to publicly available materials which have been optimised for use with artificial intelligence. This will not include pupil work.
The Education Content Store contains no information about pupils. A limited amount of anonymised pupil work was included in the pilot, with written permission from parents.
During the pilot phase, a small number of British educational technology companies had access to the content store. Some of these were selected through the Contracts for Innovation competition with UK Research and Innovation, and others were participating in non-commercial user testing activities. The pilot phase has now ended, and only those working on the development of the store, or related programmes across government, including the National Data Library, currently have access.
We will publish a full report on the content store pilot phase before the end of the academic year.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she had made of the potential implications for her policies of the British Dyslexia Association's report entitled Lost in the system: Councils’ blind spot on dyslexia, published on 3 February 2026.
Answered by Georgia Gould - Minister of State (Education)
As reflected in the British Dyslexia Association’s report, the effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities. In an inclusive education system, settings should be confident in accurately assessing children and young people’s learning and development and meeting any educational needs with evidence-based responses.
There are a number of national assessments already in place to measure progress and help teachers identify where pupils may require additional support with literacy, such as the phonics screening check, and end of key stage 2 assessments. A range of measures have also been introduced that aim to support the effective teaching of reading, including for those with special education needs and disabilities or those at risk of falling behind. This includes the English Hubs programme, the reading and writing frameworks, the Reading Ambition for All programme and the published list of department-validated high-quality phonics programmes for schools.
To further support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings, including through collaboration with UK Research Innovation.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of local authorities' guidance on how to (a) assess or (b) identify (i) dyslexia or (ii) support literacy difficulties.
Answered by Georgia Gould - Minister of State (Education)
As reflected in the British Dyslexia Association’s report, the effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities. In an inclusive education system, settings should be confident in accurately assessing children and young people’s learning and development and meeting any educational needs with evidence-based responses.
There are a number of national assessments already in place to measure progress and help teachers identify where pupils may require additional support with literacy, such as the phonics screening check, and end of key stage 2 assessments. A range of measures have also been introduced that aim to support the effective teaching of reading, including for those with special education needs and disabilities or those at risk of falling behind. This includes the English Hubs programme, the reading and writing frameworks, the Reading Ambition for All programme and the published list of department-validated high-quality phonics programmes for schools.
To further support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings, including through collaboration with UK Research Innovation.
Asked by: Antonia Bance (Labour - Tipton and Wednesbury)
Question to the Department for Business and Trade:
To ask the Secretary of State for Business and Trade, what assessment his Department has made of the potential impact of the Motability Scheme on supporting the British automotive industry.
Answered by Chris McDonald - Parliamentary Under Secretary of State (Department for Energy Security and Net Zero)
Motability has stated that its aim is for 50% of all scheme vehicles leased from 2035 to be manufactured in the UK. We are committed to the growth of the automotive sector in the UK through investment in innovation, research & development and skills. Our flagship DRIVE35 (Driving Research and Investment in Vehicle Electrification) initiative will support the latest R&D in strategic vehicle technologies, accelerate their commercial scale-up, and unlock investment in their industrialisation. As part of this ambitious programme, we are committing £4 billion of capital and R&D funding to the British automotive industry through to 2035.
Asked by: Lord Watson of Wyre Forest (Labour - Life peer)
Question to the Department for Environment, Food and Rural Affairs:
To ask His Majesty's Government what proportion of local authorities in England offer kerbside collection of waste electrical and electronic equipment; and what steps they are taking to increase kerbside collection of that equipment.
Answered by Baroness Hayman of Ullock - Parliamentary Under-Secretary (Department for Environment, Food and Rural Affairs)
In January this year, Material Focus published research reviewing the effectiveness of public collections of small mixed WEEE and portable batteries in the UK, including kerbside collections. Material Focus is funded by the compliance fee that operates under the Waste Electrical and Electronic Equipment (WEEE) Regulations 2013, which is paid by electrical producers if they don’t meet the annual recycling targets set by the Government. Figure 4 of Appendix A in the review (copy attached) includes a map of the 95 local authorities that provided small electrical kerbside collections in 2023. The findings indicated that although kerbside collections impacted the amount of recycling collected, the picture is complex and the 'best collection method' for each local authority may be influenced by various other important factors.
Defra recognises the importance of continued innovation in collection and treatment of waste electricals and electronics. As we develop the Circular Economy Growth Plan, we will consider the evidence for action right across the economy and evaluate what interventions may be needed. The Circular Economy Growth Plan is due to be published in early 2026.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what steps her Department is taking to ensure that (a) Leicester and (b) the East Midlands benefit from national investment in emerging technologies, including artificial intelligence and advanced manufacturing.
Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government is putting technology at the heart of our mission to grow the UK economy.
We are launching a £250 million procurement to expand the AI Research Resource, giving UK researchers and businesses free access to cutting‑edge compute so every region can benefit from nationwide innovation.
The Government is also expanding access to free AI skills training, available to all adults across the UK, that aims to equip 10 million workers with practical AI skills by 2030, ensuring people and businesses in every region can take advantage of new technologies.
Alone, Leicester City Council received £35,391.97 from the Digital Inclusion Innovation Fund for its ‘Let’s Get Digital’ project, which will help 150 peoples, this will build digital confidence for social inclusion, reducing service dependency and improving economic outcomes.
The Government is also supporting UK medicine and med‑tech manufacturing through the £520 million Life Sciences Innovative Manufacturing Fund, bringing high‑value jobs to regions like the East Midlands, strengthening supply chains, and securing over £30 million of new investment.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment has been made of the effectiveness of financial support schemes for pupils pursuing specialist (a) musical or (b) dance training in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps are being taken to ensure that all pupils are able to pursue (a) creative or (b) vocational education pathways in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.