Asked by: Lord Freyberg (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government how current higher education outcome metrics for creative subjects align with their plans to grow the creative industries as a priority sector as part of the Industrial Strategy 2025; and whether the Department for Education plans to review, in consultation with the Department for Culture, Media and Sport, whether existing measurement methodologies adequately reflect the labour market structures and earnings patterns of the creative economy.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department works with Skills England to identify which occupations are the highest priority to the creative industries and which educational pathways lead to these occupations. These occupations cover many skill sets, such as IT, alongside those in creative subjects.
The Creative Industries Sector Plan is a 10-year plan to tackle barriers to growth and maximise opportunities across the sector, with the aim of making the UK the number one destination for creativity and innovation. It sets out how government is partnering with industry to build a skills landscape that meets business needs and ensures that our creative workforce is fit for the future. This includes policies such as short courses, funded through the Growth and Skills Levy, in areas such as digital and artificial intelligence.
The department has had discussions with the Department for Culture, Media and Sport on ways of measuring the wider value of higher education subjects, including on matters of culture and heritage.
Asked by: Lord Taylor of Warwick (Non-affiliated - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to (1) support access to computing and AI education for schoolchildren, and (2) address disparities in digital literacy across England.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The government has accepted the relevant recommendations of the independent Curriculum and Assessment Review to ensure that young people become more digitally literate through a refreshed computing curriculum, including essential AI content, that builds digital confidence from an early age. We are considering how digital content can be integrated across other subjects to build strong, transferrable digital skills, and will replace the computer science GCSE with a broader qualification reflecting the full computing curriculum.
Work is underway to develop the new curriculum, and the department will conduct a public consultation on the draft programmes of study in summer 2026. To increase the number of pupils who will benefit from the reformed national curriculum, we are legislating so that academies will be required to teach it, alongside maintained schools.
We are continuing to invest in the National Centre for Computing Education to support teachers to teach about these topics with confidence.
Asked by: Lord Kamall (Conservative - Life peer)
Question to the Department for Science, Innovation & Technology:
To ask His Majesty's Government what assessment they have made of the impact of the Digital Inclusion Innovation Fund’s November 2025 to March 2026 delivery window and payment-in-arrears model on application rates and project viability.
Answered by Baroness Lloyd of Effra - Baroness in Waiting (HM Household) (Whip)
The Digital Inclusion Innovation Fund is about testing new ideas, learning what works, and supporting the best approaches so they can grow and benefit more communities across the UK. The Fund received 1016 applications from organisations across the country, amounting to a total request of over £170m for the £11.9m available.
Payment-in-arrears is the standard Government approach for grants. However, we recognise some stakeholders were concerned about payments-in-arrears and the short delivery window of the Fund. These issues are considerations we are taking forward as we continue policy development in this area.
Despite this, projects are continuing to deliver important outcomes for the people they support, such as supporting people to access the internet and building their digital skills.
We have appointed external evaluators who are working with grant recipients to understand the impact of the Fund. This will also involve assessing the process, including grant management and deliverability within the timescale.
We expect to receive their report in April 2026.
Asked by: Lord Bishop of Leicester (Bishops - Bishops)
Question to the Department for Work and Pensions:
To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 3 March (HL14602), what assessment they have made of the adequacy of the funding for English for speakers of other language programmes to meet demand.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
As set out in the previous written answer, the Adult Skills Fund is the primary funding stream that supports ESOL for those aged 19+. Currently, approximately 68% of the ASF is devolved to 12 Strategic Authorities (SAs) and the Greater London Authority (GLA). Therefore in these areas, it is for the authority to make an assessment of whether ESOL funding is adequate to meet need, though government recognises that this has to be weighed against other priorities.
Government announced in its Social Cohesion Action Plan the intent to Review English language provision to identify best practice, and explore how innovation, including digital delivery, can increase the numbers able to speak English, with conclusions published in Autumn 2026.
As well as public funding for ESOL, individuals can pay for English language provision.
Asked by: James Naish (Labour - Rushcliffe)
Question to the Department for Transport:
To ask the Secretary of State for Transport, what recent discussions her Department has had with driving instructor bodies such as National Associations Strategic Partnership on the consultation on Improving car driving test booking rules.
Answered by Simon Lightwood - Parliamentary Under-Secretary (Department for Transport)
The changes to driving test booking rules follow a call for evidence and a public consultation that many in the driving instructor industry responded to.
In addition to reviewing the consultation responses, an options assessment was conducted. This provides a structured approach to decision making by evaluating the potential benefits, risks, and implications of different choices, in line with the better regulation framework guidance. The Options Assessment process is based on the ‘Rationale, Objectives, Appraisal, Monitoring, Evaluation, Feedback’ policy cycle and uses options analysis to ensure good practice in developing policy based on robust evidence.
Further details of the options assessment will be published alongside amendments to The Motor Vehicles Regulations 1999 at a later date.
The Driver and Vehicle Standards Agency (DVSA) knows that some learners might need help with the online booking process when these measures are introduced. Before they are implemented, DVSA will
DVSA will provide further information on this before the change is implemented.
DVSA has engaged with driving instructor representative bodies, including the National Associations Strategic Partnership (NASP), and large driving schools, before, during and after the consultation on improving car driving test booking rules.
Asked by: James Naish (Labour - Rushcliffe)
Question to the Department for Transport:
To ask the Secretary of State for Transport, what steps she is taking to help ensure changes to driving test booking rules mean booking driving tests will be accessible to everyone.
Answered by Simon Lightwood - Parliamentary Under-Secretary (Department for Transport)
The changes to driving test booking rules follow a call for evidence and a public consultation that many in the driving instructor industry responded to.
In addition to reviewing the consultation responses, an options assessment was conducted. This provides a structured approach to decision making by evaluating the potential benefits, risks, and implications of different choices, in line with the better regulation framework guidance. The Options Assessment process is based on the ‘Rationale, Objectives, Appraisal, Monitoring, Evaluation, Feedback’ policy cycle and uses options analysis to ensure good practice in developing policy based on robust evidence.
Further details of the options assessment will be published alongside amendments to The Motor Vehicles Regulations 1999 at a later date.
The Driver and Vehicle Standards Agency (DVSA) knows that some learners might need help with the online booking process when these measures are introduced. Before they are implemented, DVSA will
DVSA will provide further information on this before the change is implemented.
DVSA has engaged with driving instructor representative bodies, including the National Associations Strategic Partnership (NASP), and large driving schools, before, during and after the consultation on improving car driving test booking rules.
Asked by: James Naish (Labour - Rushcliffe)
Question to the Department for Transport:
To ask the Secretary of State for Transport, what assessment her Department has made of the potential impact of changes to driving test booking rules on intensive driving schools.
Answered by Simon Lightwood - Parliamentary Under-Secretary (Department for Transport)
The changes to driving test booking rules follow a call for evidence and a public consultation that many in the driving instructor industry responded to.
In addition to reviewing the consultation responses, an options assessment was conducted. This provides a structured approach to decision making by evaluating the potential benefits, risks, and implications of different choices, in line with the better regulation framework guidance. The Options Assessment process is based on the ‘Rationale, Objectives, Appraisal, Monitoring, Evaluation, Feedback’ policy cycle and uses options analysis to ensure good practice in developing policy based on robust evidence.
Further details of the options assessment will be published alongside amendments to The Motor Vehicles Regulations 1999 at a later date.
The Driver and Vehicle Standards Agency (DVSA) knows that some learners might need help with the online booking process when these measures are introduced. Before they are implemented, DVSA will
DVSA will provide further information on this before the change is implemented.
DVSA has engaged with driving instructor representative bodies, including the National Associations Strategic Partnership (NASP), and large driving schools, before, during and after the consultation on improving car driving test booking rules.
Asked by: Lord Taylor of Warwick (Non-affiliated - Life peer)
Question to the Department for Digital, Culture, Media & Sport:
To ask His Majesty's Government what assessment they have made of the financial sustainability of the workforce in the United Kingdom’s film and television production sector.
Answered by Baroness Twycross - Baroness in Waiting (HM Household) (Whip)
The UK’s creative industries generated £145.8 billion in GVA in 2024 — 5.6% of the economy — with film, TV, radio and photography contributing £23.5 billion. The sector’s growth and global strengths position the UK to lead in film and television production. To realise that ambition, we need a skilled and sustainable workforce. That is why our Sector Plan designates film, TV and video games as a frontier industry, signalling their priority status for future investment and support.
From April 2026, a £75 million Screen Growth Package will support independent UK content, attract inward investment and expand skills development, creating more jobs and greater long‑term stability across the sector. The Sector Plan also boosts access to finance through the British Business Bank, expanded debt and equity options, and tailored support for producers.
We are raising standards across the sector by acting on the Good Work Review, establishing the Creative Industries Independent Standards Authority and supporting the BFI’s £1.5 million WorkWise for Screen programme. Freelancers will have a stronger voice through a new Creative Freelance Champion, while the Employment Rights Act 2025 will tackle late payments, guarantee written contracts and extend health and safety protections.
We are also strengthening the skills and talent pipeline through major investment: expanding the National Film and Television School, scaling up the BFI Film Academy and delivering £725 million through the next phase of the Growth and Skills Levy, including fully funded SME apprenticeships for eligible under‑25s. From April 2026, new short courses in digital, AI and engineering will support Industrial Strategy sectors, complemented by work with DWP and Skills England to ensure training genuinely reflects the needs of creative employers.
Asked by: Lord Taylor of Warwick (Non-affiliated - Life peer)
Question to the HM Treasury:
To ask His Majesty's Government what assessment they have made of the use of financial data by departments to support strategic decision-making and value-for-money assessments; and what steps they are taking to strengthen financial management capability in the public sector.
Answered by Lord Livermore - Financial Secretary (HM Treasury)
The Government routinely assesses how departments use financial information to support strategic decision-making and value for money. This includes scrutiny during Spending Reviews, regular engagement between HM Treasury and departments on budgets and forecasts, an End-of-Year assessment measuring financial performance, through departmental Annual Reports and Accounts, and through National Audit Office examinations, which provide independent assurance on the quality, transparency and use of financial data.
Departments routinely provide finance data to the HM Treasury OSCAR system, setting out their forecasts, budgets and spend to date. Departments report their forecast and actual efficiencies to HM Treasury. Accounting Officers of departments are responsible for value for money in the use of public funds, and in this they are supported by the guidance, budgeting and accounting framework provided by HM Treasury.
The Government is taking steps to strengthen financial management capability across the public sector through the Government Finance Function’s learning and development offer, which aims to build financial capability and develop a skilled and talented workforce. The Finance Function’s Government Finance Academy provides core learning offers which strengthen financial literacy across Government in key areas such as value for money, budgeting & forecasting, and provides professional training and development for finance professionals.
The Function also supports the development of talent pipelines and leadership capability across departments by building career frameworks and pathways that support progression. The Function connects some 9,000 finance professionals across government through its communities, networks and events, which further builds financial capability by providing opportunities for shared learning and fostering professional excellence.
The Government is modernising finance operations to support better decision‑making, including enhancing digital skills, promoting modern finance practices and encouraging the adoption of shared services and improved systems. Through common finance standards and data approaches the function enables departments to access high‑quality, reliable financial information, underpinning stronger financial management and improved value for money across government.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what steps she is taking to improve media literacy.
Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
The Government is taking a cross‑government approach to improving media literacy, as set out in ‘A Safe, Informed Digital Nation’, published on 16 March.
This includes strengthening coordination across policy areas and working with civil society and industry to help people build the skills, confidence and critical thinking needed to navigate the online world safely and effectively.
This includes initiatives such as the ‘You Won’t Know Until You Ask’ campaign, which encourages people to pause and question online content, alongside trusted guidance on the new Kids Online Safety Hub and funding innovative projects through the Digital Inclusion Innovation Fund.