Can I thank the Cabinet Secretary as well for her statement this afternoon, and reiterate the thanks to Ann Keane and others who brought us to this point and, of course, extend our best wishes to those who are now charged with moving this work forward over the coming period?

As you say, leadership has been recognised as one of the weaker aspects of the Welsh education system for several years, so it's crucial that we do get this right. We know—Estyn tells us, and you've told us what the OECD have been saying—that successful leadership is a key factor in achieving the best possible outcomes for learners. So, the leadership academy is very welcome in that respect, and Plaid Cymru have been clear all along that we want to ensure that all leaders, and potential leaders, have access to good-quality professional development, so that we can start addressing some of the issues such as a lack of succession planning.

Many of us will be governors, I'm sure, who've been in a situation where we've tried to recruit school leaders, and we've found the pool to be inadequate, quite frankly, from my experience, certainly, in the past, and growing that pool is essential. You didn't really address—well, you didn't at all, I don't think—the point around the fact that leadership has to be a more attractive proposition. We're in a climate with contracting budgets, reducing capacities, increasing workloads and, really, I'm not sure whether it is the attractive proposition that we would like it to be, these days. So, I would ask again about ensuring that there is the capacity in terms of resources available to release people to undertake some of this training, to give them that space to allow schools to bring in cover or to pay for some of these opportunities, if there is a cost, but also in terms of time—that teachers are afforded more time to be able to take advantage of professional development, so that we can start truly realising the potential that a number of these individuals have.

I'd like to ask about the NPQH—the national professional qualification for headships. There's been some debate about it in the past. Clearly, you've expressed your intention that it is here to stay, or at least that's my understanding, and I'm sure you'll correct me if I'm wrong. I'm just wondering whether the academy now has a role in that discussion as well, and where they see it sitting, because, clearly, some people see it as a barrier, others see it as a useful reflective learning opportunity. So, it would be good to see how you see that fitting in to the medium-term work of the academy.

Now, on September the seventeenth—no, September last year, that's what I'm trying to say, you announced funding of over £1.28 million to establish school business manager pilots in 11 local authorities, a very welcome step, hopefully to address many of the administrative burdens that some of these leaders find themselves having to grapple with. I was wondering if you could give us an update on those pilots and how you see those, or when you would see those, potentially, being rolled out to other areas, or when you would think that you'd be in a position to make that call, as to whether they are, actually, a valuable addition to the support that leaders in our schools have.

You mentioned that the academy would have a broad remit in terms of the cohort of people that it would target—not just schools, but local authorities, consortia, et cetera. Would that extend to the youth service? I'm just asking the question whether it would extend that far, reflecting, of course, for example, the remit of the Education Workforce Council in that respect.

It's going to have, as you say in your statement, a very strong online presence, and a virtual community is going to be one of the cornerstones of this provision. I'm just wondering how that'll link into or dovetail with other online platforms and resources available to many of these teachers and leaders, such as Hwb, such as the Education Workforce Council's professional learning passport, as well, which draws much of this together. Is the vision that the academy becomes some sort of focal point for all of these and draws these together, or is it a means of feeding material into many of these? Does it bring that coherence to the myriad of provision that is out there, or does it add to some of those platforms?

Finally, how are you going to measure the impact and the potential success of the academy? What, in your mind, are the milestones, the targets or the aspirations that you have and how will you be able to demonstrate that it is actually having the impact that we all want to see?