Siân Gwenllian raised the issue of school funding in general and, of course, I'm not responsible for the day-to-day funding of our schools—that is the responsibility of our colleagues in local government; a function and a responsibility that they hold very dear indeed. Now, the upshot, perhaps, of what Siân is saying is that it is Plaid's policy to have a national approach to school funding directed from the centre. And, if that is the new Plaid policy, I'm sure her colleagues, such as Ellen ap Gwynn, will have plenty to say about it. 

If I could turn, then, to the issue of GCSE results, the 2018 GCSE results saw a slight increase in attainment at A* to C for free school meal learners in English and maths, which, of course, is to be acknowledged, but we still have a long way to go to support our free school meal pupils to achieve the highest possible grades. Because of changes to performance measures, we know this year that many free school meal pupils who have previously taken vocational science qualifications took GCSE sciences for the first time. There has been a 37 per cent increase in the number of free school meal learners taking at least one science GCSE, compared to 2016, and a 20 percentage point increase in the number of all year 11 pupils taking at least one science GCSE this year, compared to 2016. This is an extremely positive change, as we need to better prepare our learners to ensure that we as a nation produce the scientists of the future. It is essential that key stage 4 performance measures and school accountability arrangements incentivise schools to support free school meal pupils in achieving the highest grade possible, not adopting a 'poor dab' syndrome, and having high expectations for all of our children, regardless of their background. We have already taken steps in this direction through the commitment to implement the interim performance measures at key stage 4 from 2019. The approach of using measures that reflect attainment for all grades will incentivise schools to support all learners to achieve their best outcomes, rather than focusing on a very narrow cohort of children in their school. 

Alongside our wider reforms to raise standards and reduce the attainment gap, we are also directly developing the PDG arrangements. We have strengthened our regional approach to provide more effective challenge and support to schools in how they are using this resource. As acknowledged by the Chair, each consortium now employs a strategic adviser for PDG, with a focus on raising the attainment of all disadvantaged learners, and I have asked them to strengthen collaboration across Wales to ensure best practice is shared and built upon. There is an increasing body of evidence that tells us what works for these children, and that needs to be consistently applied across our system. Why is it, Deputy Presiding Officer, that schools in this capital city, in the same regional consortia, with the same local education authority, can ensure that all their free school meal children achieve five GCSEs or more, and a school with a similar profile cannot? That cannot be acceptable to any of us here, I'm sure we would all agree, and we need consistent approaches and consistent support so that all children, regardless of which school they are in, can achieve. 

We also know that early intervention in a pupil's educational career will have the best effects, rather than simply using PDG as a sticking plaster and a panic measure when a child enters year 10 or year 11. Now, of course, those children need support, but we also need schools to be ensuring that they are supporting their children from the moment they enter secondary school, but also from the moment they enter the education system at all. That's why this Government—. I have doubled the amount of PDG available for our early years provision because we know, if we can get children off to the best start, that's where we will have the biggest impact.

Now, Suzy Davies and Lynne Neagle both raised the issue of more able and talented children. We should not for one second draw a direct line between academic ability and a parent's ability to pay. More able and talented has not been an area where there has been sufficient focus in the Welsh education system in the past, and that's why we have introduced new arrangements to support more able and talented children, regardless of their background. But I would like to take this opportunity to make it clear once again: PDG is there for all children on free school meals, not just for those children that need additional help. 

Can I finish, Deputy Presiding Officer, by acknowledging the contribution of our raising attainment advocate, Sir Alasdair Macdonald? His wealth of knowledge and experience allows for continuous improvement and, crucially, reflection, contributing both to the strategic vision and the operational development of this grant. And in closing, again, I'd like to thank Lynne Neagle, the committee members, for their work in this area, and I commit to continuing to reflect on the recommendations and move forward with what I believe is a shared mission across this Chamber to ensure that children, whatever their economic circumstances, thrive in our schools.