Thank you, Mark. And I really do welcome—and I mean this sincerely—your interest in this programme. I know this is a particular area that you are keen to see develop and work well for Welsh students, and I welcome the extra scrutiny, which keeps me on my toes to make sure I'm in a position to answer your questions.

We are looking at the effectiveness of all the interventions, and, as we respond to the initial evaluation into Seren, we will be really asking the question: what activities get the greatest return? Mark gives the example of the Yale summer school. Well, personally, I'm delighted that, this summer, a number of Welsh students will have the opportunity to go to the Yale summer school. What an amazing opportunity that is for those young people—what an amazing thing to inspire them, to be able to write on their applications and their CVs in years to come—but we will need to understand whether that is an effective intervention and use of that money. But I want to expose Welsh students to the very best, whether that be in Wales, whether that be in Oxford or Cambridge, or whether that be around the world. And I'm delighted—I'm really jealous; I'd love to go to the Yale summer school this summer.

You're right about Estyn and the crucial role Estyn plays and how Estyn influences behaviour within our school system. I am very aware—very aware—that I can say something in this Chamber, but, if schools think that Estyn are going to mark them down, they will ignore it and they will do what they think Estyn will require them to do. So, we need a joined-up approach from Estyn and the regional consortia, who, of course, are part of the evaluation that comes up with the schools categorisation model, that we are all working in a line and clear that, actually, teacher time spent on this should not be regarded as a detriment to something else going on in the school. The inspection regime, of course, is a matter for them as independent of the Government, but I will be sure to raise it when I next meet, in one of my regular meetings, with the chief inspector because I'm aware that what Estyn does does, indeed, drive behaviour within individual schools.

The roles of teachers are absolutely crucial in being realistic cheerleaders for their students, and, therefore, they themselves need to be equipped, and one of the things we do know: where there are teachers who are less experienced in the application processes for Oxford or Cambridge or for some of our top universities, then we don't see children making that transition. So, training teachers and giving them the information is absolutely crucial and I promise, as we look at our guidance and the development of the Seren network, we'll ensure that we are breaking down any barriers that stop teachers from participating fully in the opportunities that are available, because they are crucial in supporting that child through that process and helping them make decisions and they themselves need to have the confidence that they know what they're doing, they know what works.

As I said, it's quite surprising that, if you look at international research, more able and talented pedagogy isn't something that there is a great deal about and I think this gives us in Wales a real opportunity to get on the front foot and actually develop our skills and expertise in this area, where there is a combination of action in our schools, but that is backed up by research so we can become leaders in filling that gap that there is at the moment about really, really intensive research in this area about what works.