Thank you, Llyr, for that set of questions. Could I say that what we have got in the document, I believe, is a very clear set of actions associated with whom we expect to deliver them, whether that be central Government, whether that be tier 2 of our system, the regional consortia, the LEAs and other partners such as Estyn and the Education Workforce Council and schools themselves? And those are outlined in timelines, associated with each of the four enabling objectives that we have within the document.

On the issue around the roll-out of the curriculum, what I have said, each time I’ve been asked about this, is that, yes, I believe that we can meet the original suggested timetable in Graham Donaldson’s work, but I’ve also gone on to say that I will always keep that under review, and if I feel that it is necessary to amend the suggested timetable for roll-out to ensure that our curriculum transformation is successful, then I’d be willing to do that. There was simply a lack of clarity as to how roll-out would happen. The document—. And previously, there was no plan for roll-out. And this is one of the things that schools have asked for: ‘Can we have clarity about actually how this will be rolled out?’ And I’m providing that clarity that we have not had before and I’ve also listened very carefully to the work of the committee and to professionals the length and breadth of Wales about how much time we need to ensure that our profession will be ready to take on these changes. And, again, that is absolutely crucial and it’s right that we signal this change and provide that clarity now, as we launch our new national strategy, and, as I said, to give clarity to the profession who’ve been asking how it will actually happen.

You raised the very important issue of supply teaching. It’s important that not just the individual people who find themselves working in the supply sector—. It’s not to diminish their contribution, but, actually, overreliance on supply, we know, has an impact on standards. It’s inevitable. So, this is a source of concern to me. You’ll be aware that the previous Minister set up a task and finish group to report on how we could take this forward and didn’t really come up with any overall solution of how to address this agenda, but there were important things that it suggested and, for instance, that we’ve taken forward. So, supply teachers’ access to Hwb: the very professionals who probably need access to that resource more than any other professionals were denied from getting that because we were not giving them a log-on and a password to be able to get onto that system. That has now been addressed.

But looking to the longer term and different ways in which we could organise the supply sector, I, like you, am very aware that there’s been much interest shown in the Northern Ireland model. Now, there are pros and cons to the Northern Ireland model, but I have officials in Northern Ireland this very week—this very week—looking to see whether the Northern Ireland model is one that could be easily transferred to Wales, but we have to recognise that some of this can’t be done until the powers of teachers’ pay and conditions are devolved to us. So, there is some constraint around that, but we are actively looking at different models to be able to address some of the longer term structural problems around how supply teaching is organised at present.

The Member may be interested in some of the local authorities that are looking to work together to have a supply teacher hub model, where a supply teacher will be made available to a cluster of schools and will be working for that particular cluster of schools. There have been a number of local authorities that have come forward and have shown active interest in being part of that pilot. So, there’s lots going on in the issue of supply teaching.

With regard to terms and conditions, it’s really important to reassure people, because some unions have been more enthusiastic than others about the devolution of pay and conditions, to reiterate the promise that no teacher will be worse off as a result of this system, and we do want it to align ourselves with our ambitions within this document, which is all about raising standards and closing that attainment gap.

Resourcing for all of this, of course, sits alongside the usual budgetary processes that we have in Government, at a time when UK austerity continues to be really challenging, and we will do our very best to ensure that our schools have the resources that they need, recognising, of course, that school funding comes in two tranches—yes, via the education department for things like the pupil development grant, but also via local government, via the revenue support grant—and we have to be mindful of that approach to how money actually gets into our schools.

As you know, I have a particular passion for ensuring that we have equity in our system. It’s in this document: an equity for all our students, and that includes those students that pursue their education through the medium of Welsh. It is not fair that students do not have timely access to Welsh-medium resources. The Member will be aware that I held a summit on this earlier in the year—I’m sorry that you were not able to attend that summit—and I continue to have discussions with the Welsh Books Council, with the university press, publishers and the WJEC about how we can improve on this situation. It will be crucial in developing the new curriculum, because if big publishing houses are not interested in working with us now, they’re certainly not going to suddenly wake up and decide they want to resource a brand-new curriculum. So, we have to look to ourselves, not to others, to find creative solutions to that problem. But we have to have an equitable system for all of our children.

Youth work: absolutely crucial. This document tries to make those linkages between what happens in schools, what happens in communities, what happens in the home and how that relates to attainment, and having the opportunity for engagement in non-formal education activities, whether that’s your local youth club, whether that’s your local young farmers’ club—whatever it may be that is in your locality. Access to that for young people is vitally, vitally important if we are to address not only attainment, but also to address issues around well-being, because that’s the service, in many ways, that we can use to address issues around well-being.