Diolch, Lywydd, and I'm pleased to take part in this debate this afternoon and highlight some of the ways I think we can help our learners achieve better standards in Welsh schools.

There’s no doubt that we are all extremely concerned and disappointed by Wales’s PISA figures last week. Despite the hard work and professionalism of teachers across Wales, the figures show that Wales is simply not where we’d like it to be in terms of international benchmarks.

Now, I accept that the Welsh Government is pursuing a reforming agenda in education and that changes are taking place in terms of reshaping the national curriculum and qualifications. However, there is still work to be done to create the right environment for learners in Wales to provide stability and therefore improve standards.

I want to concentrate my contribution this afternoon on the importance of stability in our education system and the key role local authorities also play in improving standards in our schools. The Welsh Government, of course, needs to provide strategic leadership in improving standards and we must see a clear strategy being developed and measurable targets being set. But we must also see that leadership trickling down to local authorities, who are ultimately responsible for delivering education in our communities.

The Cabinet Secretary will be very aware of the shambles of a reorganisation that we’ve seen taking place across Pembrokeshire. It goes without saying that the key objective of any school reorganisation plan must be to improve education standards for children and young people. If not, then what exactly is the point? In Pembrokeshire, there have been countless consultations on school reorganisations across the county and the whole process is not only deeply worrying for learners and parents, but it clearly has an effect on educational outcomes.

Given the emotive nature of school reorganisation, even if the closure or reorganisation doesn’t eventually materialise, announcing such proposals with apparent disregard for the standard of education provided sends a negative message to pupils and parents that cutting costs is a priority and retaining quality is not. We’ve seen examples in the past where good schools have closed and it’s that sort of action that does nothing to protect or enhance school standards. Indeed, the constant to-ing and fro-ing of which schools will close and which will stay open has created such an instability for communities in my own constituency that it’s no wonder Wales isn’t achieving better results against international benchmarks.

In a report published in May 2012, Estyn stated that—and I quote:

‘Any school reorganisation strategy should set out to improve standards. School reorganisation programmes should be primarily about school improvement rather than a resource management exercise that is separate from the interests of learners.’

That very report recommended that the Welsh Government work with local authorities to develop and promote good practice in evaluating the impact of school reorganisation schemes. Well, I’m afraid that the Welsh Government simply hasn’t done enough to evaluate the impact of school reorganisation in places like Pembrokeshire and the effect the changes would have on learner outcomes.

School reorganisations, like in my area, that have been complicated and worrying for local communities are a significant part of the problem. Surely, the Welsh Government in future must play much more of a role in overseeing school reorganisations because Governments can’t allow local authorities to ignore parents, teachers and pupils’ wishes and to issue consultation after consultation— which has taken years in our case in Pembrokeshire—while, in the meantime, children’s education and future are being put at risk. No wonder we’re not improving standards.

There are plenty of other levers at the Welsh Government’s disposal that would make a real difference to learner outcomes. I fully accept that the Welsh Government has taken some steps in terms of school leadership at head level and senior management, but perhaps there’s merit in also looking at the role of school governors, who also have a role to play in terms of promoting high standards. Indeed, perhaps the Cabinet Secretary could outline in her response to the debate whether that is something she is currently considering and what her assessment is of the role of school governors in helping to deliver better standards in our schools.

Llywydd, all Members here were disappointed with last week’s PISA results. Ultimately, we all want to see the same thing: a flourishing education system that delivers for our learners and results in an improvement in educational outcomes. I don’t envy the Cabinet Secretary’s position, because I think we all recognise that the scope of work that’s needed to improve educational standards is significant. It comes by firstly acknowledging where there are weaknesses in our system and then identifying ways in which we can change that system for the better.

We, on this side of the Chamber, will work constructively with the Cabinet Secretary to implement meaningful solutions to help deliver real outcomes for our learners and, therefore, for our society. I therefore urge Members to support our motion.