I welcome the strong action that has been taken by schools in switching from vocational science to GCSE science. Taking vocational qualifications at 16, such as BTEC science, is absolutely the right path for some of our learners in Wales. But it is not acceptable to me, and I would hope to others in the Chamber today, that schools have thought it appropriate for 40 per cent of learners to be taking a vocational course. This might have got them the desired results in terms of school performance measures, but that should never, never ever come before the interests of learners. And you and I, David, are at one on that point.

I am pleased that this year we have seen an increase of 50 per cent in the number of students being entered for GCSE science—I repeat: 50 per cent more entries in GCSE science—with more of those entries gaining A* to C. And it’s also very pleasing to see the individual sciences—biology, chemistry and physics—those entries are up by over 10 per cent. Now, having such a huge increase in a cohort will of course distort the results. We all knew that this difficult decision would make it easier for the opponents to criticise and misrepresent the overall results. It is a tough decision, but it’s also the right decision—raising standards and improving the opportunity for all of our learners and, most of all, for those from a poorer background. This move, alongside others, such as ending the inappropriate use of early entry, does make it difficult to draw meaningful comparisons. It simply makes no sense to compare this year’s results with previous years. Now, that isn’t my view—that’s the view of the independent regulator, Qualifications Wales, who has described making comparisons as 'simplistic', due to the significant shift in the size and the nature of the cohort, let alone the changes to the examinations themselves.

And I have to say, I have been somewhat confused by the approach taken by the new Conservative spokesperson. She fails, it seems, to understand the unitised nature of our new science GCSEs. She wants parity of esteem between vocational qualifications and academic qualifications, but then goes on to criticise a drop in A-level entries. Let’s be absolutely clear why there’s a drop in A-level entries—when there’s a drop in the cohort, there are simply fewer students of that age in our schools and colleges. And for those students who were struggling with A-levels, because they were forced into A-levels, moving to more vocational qualifications is absolutely the right thing. So, you can’t say on one hand you are sorry that less-able students are not doing A-level anymore, and then call for parity of esteem. You absolutely also fail to understand the ongoing impact of early entry on overall figures, but we have changed that policy. We’re also changing performance measures to the very system that you’ve just called for that looks at a more holistic approach to how we judge our schools. We are investing in leadership, we’re investing in our more able and talented children and we're spending more on the pupil deprivation grant than ever before to address the concerns of vulnerable groups that David Melding just mentioned. And let me be absolutely clear: money received by this Government for pay of teachers will be spent on the pay of teachers.

Now, this idea that we somehow sit back and do nothing about schools that are causing concern is simply nonsense. The reason why I know the results of King Henry in Abergavenny is because we look in-depth at each individual school. We double back and check the relationship they have had with their regional consortium. We have asked local authorities to report on each time they’ve used a statutory notice for a school causing concern, and I receive regular reports to understand, from each local authority and consortium, what they have done to support the school that is in special measures. And if I’m not satisfied with that response, then I go back to that regional consortium and I go back to that local authority.

There is so much I could say about Michelle’s characterisation of the Welsh education system. She talked about doctors. How are we going to get doctors to come to Wales? Well, maybe those doctors will be the record number of Welsh students who have achieved a place in medical school for this academic year. They will come back to this country to be doctors, so that their children can receive exactly the same education that they have had that enabled them to go to medical school. And scapegoat? Every day, I am proud to do this job, and I'm even prouder when I remember that by taking this job it kept you, and the pernicious views expressed by your leader yesterday, from getting anywhere near the Government.

With regard to Plaid Cymru's amendments, we will be supporting both of them. I am committed, Llyr, to continuing to invest in our workforce to ensure that we have a whole education workforce that receives sufficient training of a high standard. A £5.85 million professional learning funding allocation was awarded to regional consortia during 2017-18 to support the work of professional learning pioneers and to enhance consortia capacity to develop the national approach to professional learning. We have also made available a further £5.5 million during 2018-19 to develop a national approach to professional learning to ensure that all schools are able to plan appropriately for curriculum change and beyond.

As you will know—it's something that both my party and your party have campaigned on for a number of years—the Welsh Government will assume responsibility for setting teachers' pay and conditions from the end of this month. I am expecting this week to receive an important report from Professor Mick Waters with options on how we can use those new powers to better reward our teachers and attract high-quality recruits to the profession. One thing I will reiterate, though, is that this isn't just about money and salaries. Those who want to work with our children are motivated by something so much more than that—there are better ways to get rich. They are motivated by the desire to be part of the public sector workforce to do something amazing for our children and young people.

So, we also have to look at the issue of conditions. Taking over responsibility for teachers' pay and conditions is an incredibly important step in our education system. Right from the outset, we want to make sure that we have a system based on the values of equity and of excellence, and a commitment to an inclusive public service education. I believe that this is fundamental to supporting and strengthening our teaching profession.

To conclude, Llywydd, we do not support the Conservatives' motion, which simply misrepresents and talks down the changes and the progress that we are making here in Wales. I certainly won't be lectured by them on issues of funding.

Mohammad Asghar was at great pains to quote the OECD, so let me tell him what the OECD says about our system. We are seeing

'Progress in several policy areas and a shift in the Welsh approach to school improvement away from a piecemeal and short-term policy orientation towards one that is guided by a long-term vision.'

I know—I know—that there is no room for complacency, but working together with the sector, we will continue our national mission to raise standards, reduce the attainment gap and deliver an education system that is a source of national pride and enjoys public confidence.