Thank you, Jenny. We know that children with higher levels of emotional, behavioural, social and school well-being on average have high levels of academic achievement and are more engaged in school, both concurrently and in latter years, and that's why we've been very clear in our national mission to have put the well-being of learners, including all aspects of a learner's life, as of paramount importance to schools. 

You referred to the work that Estyn has previously done in this regard. In this year's remit letter to Estyn I have asked them to do a refreshed piece of work looking at how schools are establishing a whole-school approach to well-being, establishing what needs to be done to make that happen successfully and so that we can share that good practice. 

The pupil development grant is a highly important tool in addressing the specific learning needs of children from our poorer backgrounds. Only last week, on a visit to north Wales, talking to teachers from Christchurch County Primary School in the Rhyl area—a school that has free school meals levels in excess of 60 per cent—they said that the funding available to them by the pupil development grant was invaluable in ensuring they could address the whole-child needs of the pupils in their school.