Thank you, Lynne, and I'm glad that we've been able to use the committee's report and the evidence that was taken to help inform and shape Government policy. As Suzy Davies said earlier, that's one of the strengths of our system, I believe. I'm a great believer in, also, the principle that Government and civil servants don't have all the answers, and it is important to use the recommendations of the committees, and the time and effort they put into those reports, to help guide policy. 

It has been necessary for me to hypothecate this funding to ensure that it is spent for these purposes. Without such hypothecation, I think there is a very real danger that this money would not be available for professional learning opportunities. I guess the WLGA press release confirms that—that they would not have prioritised that; they would have spent it not on less important things, but they would have spent it on different things. I will always continue in the Cabinet to look to maximise the resources going to the front line in education. As I said earlier, the Government continues to look to see what more can be done to support local authorities through the RSG, but it is absolutely crucial, if our education reforms are to be successful, that we invest in our teaching profession. 

Now, the Member will be aware that 'Successful Futures'—'Donaldson', as it is known—highlights, and I would quote, that

'Children and young people need to experience social, emotional and physical well-being to thrive and engage successfully with their education.'

And one of the four purposes of the new curriculum will be to support children and young people to become healthy, confident individuals, and those four purposes are, of course, at the heart of our new curriculum. So, we need to be in a position to ensure that teachers have that training to allow them to realise one of those purposes.

One of the 'what matters' of the health and well-being area of learning and experience will focus on mental and emotional health, and, as I said in answer to questions earlier, one of the things that schools will need to address as they prepare for the new curriculum is how they will be able to interact with the AoLEs, and how they will be able to have confidence that their staff are in a position to deliver that. Given that that is such a fundamental part of that area of learning and experience, we would expect that schools—perhaps in the past, in some schools, they haven't had a great deal of attention on this area—would want to utilise some of this resource to be able to put themselves in a position to deliver on that AoLE, and on that 'what matters' statement. 

Of course, there will be greater clarity for everybody regarding the AoLEs when they are published in the spring of next year, and then that will help us guide our next set of professional learning opportunities.