I’d like, Cabinet Secretary, to talk about that Estyn report and ask a specific question. As you said, practice is patchy and the report concluded that looked-after children still face too many barriers to doing well at school, and obviously we must remove those barriers. But it did indicate that looked-after children do best at schools with strong pastoral support, better tracking of pupils, and good listening by the senior staff. Now, I think those are excellent comments. It’s a good plan, really, to implement across the piece. Progress is possible. It’s often the case that we lament, quite properly, the educational attainment standards of looked-after children and think, ‘How can we improve them?’ Well, it can be done, and this has been seen particularly in the 11 to 14 age group where now 48 per cent reach the core subject indicator, compared to just 25 per cent in 2011. Now, that means we shouldn’t stop there. We should drive the standards right up to GCSE level, where they match—more or less—the general population. I like this idea of resilience in school, of school improvement programmes and, essentially, enabling schools to critically examine their own performance. That’s where most school improvement fails, because they cannot actually assess the true value of the services they are currently providing. So, I think that this is a good concept, and it could really deliver great improvement to looked-after children’s educational attainment, if that is one of the core areas for school improvement.

Just to finish, are you aware, Cabinet Secretary, of the good practice in Brynteg comprehensive school, in the First Minister’s constituency, where they’ve made some outstanding advances in the level of service they provide to looked-after children? We are now seeing in that school some excellent results occurring. It’s good to show these schools that need improvement where it’s actually working very well.