Darren is right to say that there is an inconsistency in approach to Seren. He says that we don't know how many of those pupils have gone on to study at our top universities. There is a reason for that, because it is the students that are sitting their A-levels this summer who are the first complete cohort of Seren support. We do need, I acknowledge, to improve the way in which we track outcomes for Seren, but the Member will be aware of the initial evaluation that has been carried out of the programme that says that incredible progress has been made in a short period of time. It says, for a relatively small amount of money, the programme has been able to lever in, in kind, many, many more resources from partner organisations. We will take on board the recommendations of the initial evaluation of Seren as we develop Seren going forward. I would expect, from this September, a more consistent entry requirement to the Seren programme across the individual networks.

But, Darren, we will always have to have some flexibility within that system. Flexibility, for instance, for a teacher recommendation for a child who perhaps underperforms at GCSEs for a very good reason. We shouldn't have a hard-and-fast rule that says, 'If you didn't get those grades at that particular point, that's it, you're out.' So, we will always have to have an element of flexibility, based on teacher recommendation, on individual students, and recognising, if you can, that from a more deprived background, the ability to do better is harder. So, maybe your A has represented a bigger journey for you than perhaps an A* from a pupil who has had all the advantages. So, we have to have some flexibility in the system that recognises the journey individual cohorts from schools have taken. That's the only fair and equitable way to run the programme. But we can have a more consistent approach, and a more consistent approach to what is available within the programme.

Only yesterday I was at Y Pant School in Rhondda Cynon Taf, talking to sixth formers who have been part of the Seren programme. They said it has been invaluable to them in helping them recognise that they are good enough, that they can compete with students across the rest of the United Kingdom, that there is nothing wrong to aspire to becoming a doctor and to have that dream, and not to think that they have to be self-deprecating about their talents, that they are good enough. They have found it absolutely invaluable. I spoke to one young man who said that he'd been to a meeting with this individual, this history lecturer, who talked about Oxford and Cambridge, talked about what was needed to make a successful application, and I said, 'What are you going to do?', he said, 'I'm applying. Come the autumn, I will be applying to go and read history in Oxford.' And that's what we want. We want to inspire that sense of knowing that we are good enough, our children are good enough, and we need to give them the confidence and not to feel somewhat embarrassed by standing up and saying, 'I am really able at my subjects.'

That's been part of the problem. Too many of our children have not had that confidence to stand up and say, 'I'm really, really good.' Sometimes, our sportspeople and our musicians—they're the heroes in the school. When was the hero in the school the person who excelled at physics or the person who really excelled at computer science and we lauded them too? So, we've got to get better as a nation at being a little less self-deprecating, I think, and standing up when we are excellent and encouraging our children to stand up and say that they are excellent.

The Member asked about vocational qualifications. I'm surprised that he's missed this, but we already have a programme in the FE sector. We already have, working in conjunction with ColegauCymru, a new programme within the FE sector to support excellence in our vocational subjects. We will be co-sponsoring with ColegauCymru later on this year a symposium and conference to be able to share that good practice. So, we already have a programme in the FE sector. Actually, we need to accelerate it in our school systems. So, we have to look at encouraging excellence in all aspects of our education system. This is an area that has not had the attention it has deserved, and if we get this right, we will not only succeed for individuals, we will succeed for our nation.