So, this is a first in the FE sector. We've already produced that guidance in that sector, and now we are looking at what we can do in the schools, because, Llyr, you talked about the issue of identification. One of the problems that we have is that what more able and talented looks like in one school is different in another school, so we need to get a universally understood definition of the cohort that we are talking about, and we need new refreshed guidance from Welsh Government to the education sector on what happens then. 

In all schools, actually, we would expect to register a child who is more able and talented, but at the moment, in some cases—not all, because we have some outstanding practitioners—but in some cases that's the end of the process: a child is identified, a box is ticked and then nothing emerges after that particular process, and that's not good enough. Our new definition, our new identification system and our new guidance for schools will push that on, and that will be reinforced by local education authorities, by regional consortia challenge advisers and by Estyn. Simply ticking the box and identifying the child will not be enough; we need then support. 

And Llyr, you're absolutely right: that then comes down to pedagogical approaches within the classroom and, undoubtedly, delivering that in a very small rural school is a challenge, but we have to rise to that challenge because the alternative is just to close those schools. That's the alternative, and I don't want to do that, and that's why we can't see this programme on its own. You're quite right to say that although this is a discrete pot of money for this particular scheme that I'm announcing today, we cannot see it in isolation from resources that are already going into our schools, whether that be the pupil development grant or the rural and small schools grant, which is specifically designed to address some of these challenges of teaching in a rural area. So, we can't see this on its own. It combines with the criteria around the small and rural schools grant, which is to try and address some of these very practical challenges that teachers face without the need to say, 'Well, it can't be done. The only answer is to ship our children in rural areas to larger schools'—something that I don't want to do and something I know that you don't want to do. So, we can't see it in isolation.

The pupil development grant: we have to continue in our determination to see that that money—£91 million in the new financial year—that £91 million is getting to those children who need it. And you're right: some of our more able and talented children are also children who are entitled to free school meals. And sometimes, and that has been evidenced to the committee, the PDG goes towards those less able children, but the challenge for us in working with schools, regional consortia and LEAs is to ensure that that PDG is used in its fullest possible sense.

We need to continue to drive evidence-based approaches in our schools. We know what works. The Sutton Trust has done a huge amount of research into what interventions make the biggest difference for these children, and we have to continue the drive, via our regional consortia, that if a school is not following the Sutton Trust toolkit, if the school is not following tried and tested approaches and evidence, then there has to be a really good reason why that is not the case, and those schools themselves should be carrying out their own action research project within their schools to demonstrate that their approach is actually making a difference. 

But what is absolutely clear to me is that we cannot start young enough. We need to identify these children as early in their educational careers as possible, but also recognising that, for some children, those talents might emerge later on in their schooling. And so, we shouldn't say, 'Right, if you haven't made the grade when you're five years old, that's it.' We don't want to be in that situation. We need to recognise that children reach their milestones in different ways, and that talent may become more evident in different shapes. We shouldn't have a system that is so rigid that we can't take account of the fact that each of our children is very different and their educational journey is different.