Well, I think it's—. Local decision makers obviously have a part to play in this, but on top of that there have been some decisions by the Welsh Government to take certain grants out of the education funding landscape. We've seen this with cuts to the minority ethnic and Gypsy/Traveller grants, for example, which are having a huge impact right now across the whole country. But, of course, at the end of the day the cash is there, it is available to be spent, and it's disappointing to see that this funding gap has opened.

We looked at the recruitment of ethnic minority background teachers, and I think it's very concerning, really, that just 69 teachers out of the 36,000 registered with the Education Workforce Council identify themselves as black, particularly when we know that young boys, particularly from black or Afro-Caribbean backgrounds, are underachieving so significantly. In addition to that, Gypsy/Traveller communities—we're not having sufficient numbers of people coming forward into teacher training from those communities either. So, we've got to take some concerted action, and I don't believe that the Welsh Government's response on those things in particular has been sufficient. I'd like to hear more about the research that you are conducting into these issues, Cabinet Secretary, in your response to the debate.

Now, I know that the Welsh Government has taken some action to reduce the workload pressures on teachers, and I know that there is a good practice guide that has been issued. I'd like to see the outcomes of that to see whether the approach that the Welsh Government is taking is working. There's been a positive development as well, of course, with the appointment of business managers to work not just within individual schools, but across a number of school sites too. Clearly, some of the recommendations in our report, looking for the evaluation of those projects, are very, very important.

If I can just turn very briefly to professional standards, I am astonished really that the Government has rejected two very important recommendations around broadening the remit of the Education Workforce Council to allow them to be the custodians of professional standards in the future. We were alarmed by the complexity of the new professional standards and the way in which they are accessed. Effectively, it is over 100 slides on a PowerPoint that people have to fathom and interpret in order to determine whether they are meeting those professional standards, and the Education Workforce Council have told us that the new standards and the approach that's being taken are going to make it more difficult to enforce against people meeting those standards. So, I'm very concerned about that, as I am—