Thank you, Jeremy. It is clear to me from my time in office that accountability measures and how we judge individual schools is key then to the behaviours that we see exhibited within those schools, which is only to be expected and only reasonable. But the current accountability measures only get us so far, and I think it is acknowledged, across the sector, now is the time to look again at how and what constitutes performance measures for individual schools. As I said, we are transitioning away from the old way of doing it to a new system that will be announced next year.

Key to my consideration in that is recognising the concept of progress within a school. Because, for some students, a C is a success story and demonstrates the hard work and commitment of the teaching profession. However, if a student came into your high school predicted from their abilities at the end of year 6 to be somebody who has the potential to go on and get an A*, then a C is clearly a disappointing result. We need to come up with an accountability system that recognises the impact that schools have on the progress of the children they make, because each child is an individual and each child’s set of results will be very reflective of their own innate capabilities. We need an accountability system that recognises the impact of schools and recognises that success looks very different for very different individuals. A simple one-size-fits-all or an entire-cohort approach, which is what we’ve seen sometimes with early entry, does not serve the best interests of individual pupils. We are working very hard to be in a position to make that available before the end of next summer.