I think there's a danger that the Member may be confusing two different issues—the performance in relation to exam results, which are very important, and the need for a school to have support. Because the important point she made is this—that there may be a school that appears to have very good exam results, but where those results should be better still, given the nature of the intake it has. And that school may need support. It may need support in order to make sure that it delivers the added value that a school ought to provide, depending upon the nature of its catchment. So, in that sense, I'm not surprised at the figures we see here, because I don't think the two things are quite as directly correlated as the supplementary question suggested. 

Of course, I am pleased to see that more schools need fewer days of support, because I think that is a marker of improvement in the system. And where that isn't happening, and where we have a very small, but concerning, number of schools that are stuck in the red category, I know that my colleague Kirsty Williams is requiring local authorities to provide her with an account, at school level, of the plans that are there to make sure that those schools get the support they need to make sure that they are part of this improving picture as well.