Diolch. Thank you for your statement. Of course, the things that David Melding cites as being very good for looked-after children—pastoral care, good tracking of pupils’ progress, and listening schools—are things that we need for all our pupils. Obviously, one of the issues is how we tackle coasting schools, which aren’t facing the challenges that teaching in difficult areas are facing. So, I wondered what emphasis is going to be given to the value added by schools as we track how well pupils do from entry until they leave the school.

One of the points I think that you have raised around the workforce and the leadership strategy that’s required to ensure that the Welsh education system is ready for the Donaldson curriculum reforms, is to ensure that everybody is onside. I chaired a policy forum on Donaldson a few months ago and I was somewhat surprised that there was a lack of questions and enthusiasm for learning from best practice across the OECD or from particular schools or areas of the country. How we get teachers rethinking what their role is, both using their own pedagogy as well as their imagination, to teach digital numeracy and literacy across the whole curriculum seems to me the biggest challenge. Otherwise, it simply isn’t going to work, unless they feel enthusiastic about it. So, I look forward to hearing a little bit more about that, and I just wondered what role clusters of schools play in enabling schools of similar size and numbers of free school meals to examine their own practice and look at the good practice of other schools in the cluster, and go and look at the one in the cluster that’s got the best maths results in order to understand that and then adopt some of those practices in their own school. That seems to be one of the ways of being a slightly less threatening way of approaching schools that are having difficulty addressing their own improvement plans.