Thank you very much, Darren, for the welcome for the statement. To begin with, as I said to Llyr with regard to the presumption of closure, I hope that really does shift the basis from where we start these conversations—rather than closure being the first option on the list, and rather than the last option on the list. But I hope as well, via the consultation on the code, we can look at ways in which we can strengthen the consultation exercise. I’m sure you’ll be aware that many people find the current consultation exercise is not as strong as they would like it to be, and there is an opportunity to strengthen that with regard to all schools, actually, and how all schools are dealt with in the system.

Let me be absolutely clear, and I explained this to your colleague Mohammad Asghar at the committee last week, who was very kindly—no, Andrew, actually, was substituting in his absence. Let’s be absolutely clear, the education MEG is up by 3.5 per cent. There is an additional £53 million going into my portfolio in this budget round, which has allowed me to prioritise and bring forward new initiatives. The £2.5 million allocation is to support a range of specific proposals coming forward from local authorities on how they will use that money to support educational provision in their particular area to drive up standards. Alongside that, rural schools will also have the opportunity to participate in funding that we have available for leadership and funding that we will have available for federations and closer school-to-school working in our self-improving schools system. I will want to make sure that all that money is spent at the front line, driving improvements and quality in our education for our rural children. I do not expect that money to be sat in county halls or in regional consortia offices.

This is an opportunity to drive up and address the very specific challenges of standards in rural Wales: the challenge of being a headteacher with a high teaching workload, and how you manage that; what we can do to develop the role of business managers across a range of schools; the very real challenges of a stable workforce that doesn’t have the opportunity to get out and learn from other schools; the fact that, in a rural school, if you have a small workforce, how you can have the expertise to make sure that your curriculum planning and your resources are as wide-ranging as they could be. So, I’ve set out some ideas of how I expect the money to produce the change, but if schools and LEAs come forward to me with other radical ways that demonstrate how they would drive up attainment for our children, I’m willing to consider them. But, the crucial thing for me is that my expectation is that this money gets to the front line and makes a real difference for those children.

With regard to a definition, we don’t have one, Darren. That is part of the problem, and we will be working on exactly how we can get a robust definition. At the moment, the Wales Audit Office has figures that I would regard, in the context of my own constituency, as large schools. So, we need to work closely to be able to agree on that definition.

But, as I said, what’s really important is that people shouldn’t regard this as the status quo. This is a specific part of our overall commitment to driving up standards across Wales, and there are some particular challenges of how we achieve that in some of our more urban communities, and there are particular challenges of how we achieve that in rural communities, and this, I hope, will be part of the solution as part of our overall national mission.