Thank you very much, Presiding Officer. Could I thank everybody for their contributions to the debate this afternoon, which, on the whole, have been incredibly positive and supportive and add to the debate on how we can take our education reform journey forward? If I can begin by addressing some of the issues around the amendments that have been tabled today, the Welsh Government intends to support amendment 3 and amendment 4.

Starting with the Plaid Cymru amendment, I absolutely accept, Llyr, that there needs to be improvement with regard to pupil referral units. I was worried about them when I sat over there and I continue to be worried about them now that I sit here, and I’m very happy to accept that amendment. As you said, Llyr, none of the four units inspected this year were identified as having excellent practice, and all four were placed in statutory category ‘follow-up’, and that isn’t good enough. We have to aim higher for these most vulnerable of pupils.

One of the greatest strengths of our education other than at school—EOTAS—is its ability to provide bespoke and unique support to meet the untypical needs of its challenging learners. While we acknowledge that the sector is in need of reform, I’m also very keen to maintain as much flexibility as possible. We know that good practice does exist in PRUs. The challenge is to mainstream that good practice so that all young people accessing the provision receive a high standard of education, enabling them to reach their full potential.

As Llyr alluded to, Presiding Officer, the Welsh Government established the EOTAS task and finish group in 2015 with the purpose of developing practical measures aimed at improving outcomes for learners accessing the provision. The group is still finalising its framework for action, which I expect to be submitted for my consideration later this year, and then I will be informing the Chamber of how we intend to implement the framework for action and drive change forward in that area.

If I could turn to the amendment by the Conservatives, we will also be supporting the Conservatives’ amendment on leadership. This Chamber will be aware that promoting and supporting leadership is central to my reform agenda. As initially outlined, I would hope to have entrants into the new system as quickly as possible. The academy itself, I should make it clear, will not be the provider of services—it will be the broker, it will co-ordinate services, and it will quality assure the range of leadership programmes that will be available.

Whilst we will be supporting the amendment, I will, of course, reiterate that things do take time, but we do need to increase pace. While I have laid out some of the broad principles for the new organisation, further work will be undertaken by the shadow board on the development of the broad underlying principles. The shadow board will initially look at leadership from headteachers, which ties into the point that was made so eloquently by Lee Waters: we have to focus on the quality of the leaders that we currently have in our schools, but we also have to look at the role the academy can play in supporting aspiring headteachers, the next generation of our school leaders.

But, in the longer term, I want the academy to cover leadership development for the whole educational sector. Darren Millar made a very, very good point about FE leadership: once again, quality of FE shines through in the inspector’s report, and I would like to congratulate David Jones on his recent award. The FE leadership programme has been in place for a number of years. We also have a similar leadership programme in place for HE—that’s been available for a number of years, and there are clearly lessons for us to learn from both the FE sector and the HE sector in developing the leadership programme for our schools. It’s a matter of regret that we have not had a similar programme, but we have to learn from what has worked so well in terms of FE and HE, and get the cross-fertilisation of ideas to have the impact that we want. So, the development of the leadership academy is an important step forward, alongside our new professional teacher standards and our reform to initial teacher education in developing and addressing the issues around inconsistent teaching standards here that have been highlighted.

The other points that were made, Darren—I’m glad that you recognise the range and scope of Estyn’s work; it’s not just about schools. I’m less concerned about who sets the teaching standards than I am about the outcomes of them. I’m sure that we will both be very happy if, as a result of the new teaching standards, we see a driving up in quality in future annual reports about teaching.

We are working on a new version of ‘Qualified for Life’, which will provide the clarity around our national mission of education improvement, as has been suggested by the OECD, and we are exploring a range of new ways in which we can get people who have perhaps enjoyed part of their career in a different profession into the teaching profession, because they can bring a great wealth of experience. I’m particularly interested in looking at people who’ve worked in industry, in the sciences, and having them brought into our schools. [Interruption.] Certainly.