Thank you, Presiding Officer. I'll try to get through as many of the comments and questions that were raised as possible in the time allowed.

I think that what's really important, Llyr, is that the chief inspector recognises that there is a significant shift in the culture of education in Wales. We have to rely on those people out on the ground to make the changes we need to make. Whether you stand in this position and berate, as some have done in the past, or you stand in this position and you try and cajole and persuade and support, the system has to want this for itself. The thing that gives me hope that things are improving is that I believe the system does want this for itself, and there is a renewed sense of optimism, commitment and professionalism to drive change forward. For me, that's the bit that I see recognised by Estyn, and that's absolutely crucial to go forward.

Now, the foundation phase findings are really worrying to me. Where people get it, it's delivering really well and making a fantastic difference for those children, but there is still a tendency in too many schools to formalise learning too soon in year 1 and year 2 and go back to old ways of delivering education. That's why I, last year, before I'd even seen this evidence, recognised there was more to do in the foundation phase, and we are setting up our national network of excellence in this particular sector. That was due to be formally launched at a school last Friday, which, of course, formally we weren't able to do, but that doesn't mean that there isn't significant work going on to build that network, and we will do a formal launch later on this month.

Again, with the Welsh in education strategic plans, this is something that the Welsh Government is alive to and alert to, and that's why early in this Government Aled Roberts was asked to come in to independently review the robustness of the WESP plans, and there is action in that area.

There are improvements that are recognised in the inspector's reports, in terms of the quality of our initial teacher education, but there is a way to go—that's, again, why we've established the new panel and why we have new recruitment incentives, especially for those teaching through the medium of Welsh. We continue to look to see what we can do to make the profession as attractive as it possibly can be.

Darren, you talked about the review into Estyn. It's not my review into Estyn—it's Estyn's review into Estyn, although I welcome very much that they had the foresight to ask Graham Donaldson to look at whether the current regime is fit for purpose as we go forward. I understand that Graham Donaldson will be reporting later on this springtime. Obviously, the recommendations he made will be a matter for Estyn, but, obviously, I'm keeping a close watch on this whole circumstance. 

Now, I don't shy away from the fact that there are challenging financial circumstances facing our schools system, but I think it is fair to say that it is not possible to make direct comparisons. I know, because that used to be my favourite trick when I used to sit over there and I would regularly ask the First Minister about this issue. But when there was then a publication by the chief statistician, independent of Government, that said, 'Actually, you can't do this any more on a fair basis', even I had to leave that one alone. But I recognise that these are challenging circumstances for our schools, and that's why I use every opportunity to get money to the front line. That's why we have made the £14 million available to local authorities to get to their schools to address issues around repairs and costs and small-scale maintenance, because I don't want that money being spent on that when it could be spent on teaching and learning. 

I recognise that there are challenges around the education improvement grant, and that's why, in the new financial year, following discussions with the finance Secretary, we recognise that some of the changes will have particularly disadvantaged certain local authorities, and that's why we will make an additional £5 million available for that too. I will take every opportunity to get money to the front line, as the finance Minister knows all too well.  

With regard to ITE, I have visited all ITE providers since Christmas to see first hand what they're doing at the moment and to challenge them on their preparedness for the new regime. That process is ongoing and I'm not involved in that process at this date; that has to be independent of me. But let me tell you: my challenge to universities delivering ITE is that it's not just about the accreditation of their course; it is about sustained investment in their education faculties. Too often, that is seen as a workhorse of universities. It's not the glory department. It's not the likes of the other high-profile subjects. I want education faculties to be the glory departments in our universities if they're delivering ITE. I want to see more universities in Wales in this area submitting research, for instance, and applying for grants so that we build up the capacity of education research in Wales. That's my challenge when I go around them. It's not just about accreditation; it is improving the strength of our universities in this sector that is also really important. 

We are going to introduce, as part of our accountability regime for post-16 work, tracking mechanisms. We need to know where those children go, and that'll be part of the work that we're doing to have an increased focus, actually, on outcomes at post-16 level, something that has not been particularly strong in the past. In the past, people, for instance, who did A-levels were seen perhaps as a minority and they could look after themselves. With so many children now doing A-levels, that's not good enough. We have to have a much greater focus. 

Lynne, any education system cannot surpass the quality of the teachers that work within it, therefore continual professional learning is absolutely key. And I recognise that the inspector said that some improvement has been made, but there is more to do. 

And, Mark Reckless, Estyn is independent of me, as we would expect it to be. They don't pull any punches, as we've seen; where we do well, they tell us, where we're not doing well, they don't, and, how they judge their regime, they consult us on it, but it is a matter for them. I do not subscribe to the fact that publishing league tables will help our education system improve. This report says it's all about collaborative and supporting school-to-school working. You're not going to have that where schools are competing against one another. It undermines that ethos that we're trying to build in our education system of the self-improving, collaborative system.