Thank you very much, Suzy, for those questions. As I outlined in my statement, we have not been tone deaf to the concerns that have been raised by teaching unions with regard to workload. I outlined a number of actions the Government has already taken. The establishment of the group was to move these issues forward at greater pace and to ensure that all voices are heard. That means that all the unions, whether they represent headteachers, whether they represent the teaching workforce and, crucially, those that support teachers and teaching assistants are part of that group as well as regional consortia and Estyn. It is they that have decided that these are the four areas that they want to see progress on in the autumn term and I'm delighted that, collectively, Government, the middle tier and the unions have agreed that way forward, because you are correct to say that workload is one issue that the profession has cited as an issue that perhaps works against us in our attempts to bring more people into the profession, although I have to say constantly talking about what a difficult, challenging job it is doesn't help our recruitment efforts. Undoubtedly, teaching is a challenging role, but it is a highly, highly rewarding career and we want to make sure that more people choose it and that more people who choose to train stay in that profession for the entirety of their careers.

The Member asked some specific questions about the school business manager pilot. As I said, over 100 schools were identified by local authorities as part of the pilot. Originally, 11 local authorities submitted proposals to take part. They included Anglesey, Monmouthshire, Caerphilly, Cardiff, Conwy, Powys, Carmarthenshire, the Vale of Glamorgan, Torfaen, Bridgend and Swansea. And, in the end, 10 out of the 11 authorities have schools that have taken part in the programme. In July 2018, officials commissioned Miller Research to conduct an independent interim review of the performance and the operation of the pilot in its first year, and the interim evaluation report found that the vast majority of the feedback from headteachers and school leaders was very positive. The main benefits are around time savings, reduced workload and actually driving value for money in the way in which the school utilises its budget. And having a business manager had had a positive impact in reducing the admin workload on primary, and in some cases secondary, headteachers. The posts had also allowed them to see improvements in the effectiveness of business management systems across clusters as well as, as I said, cost-effective school financial management.

Some of the figures that have been saved on school photocopying contracts are literally eye-watering, and perhaps I will be able to give Members further details on that. But having that one person that has a certain set of skills and, crucially, has the time to turn their attention to these issues, has made an impact. I was lucky enough to visit the business managers that are working in the Monmouthshire pilots and the Conwy pilots, and they have worked collectively as a team of people to manage their workload as well, to ensure that they're not reinventing the wheel when designing, for instance, responses to changes in data protection. So, they do it once for their school and then they share that with the other business managers. So, there's some excellent practice. We're aiming to commission a full independent evaluation during the spring term of 2020, and best practice examples will form part of that evaluation. We'll be providing exemplar cases that we can share across the system. So, that independent evaluation of that scheme has been done on an interim basis, and will continue.

With regard to Hwb, I'm glad that the Member has had positive feedback from the profession regarding the usefulness of Hwb. Can I give an example of just one way in which we're improving access to that? In March this year, I announced that Wales will be one of the first countries in the world to centrally fund Microsoft classroom software applications for all maintained schools, thanks to new investment by the Welsh Government. Not only will this new £1.2 million investment improve equity of access to digital classroom software, it actually allows teachers free access to that, and they can use that licence to have that software on up to five devices. So, they don't need to be able to pay for multiple licences if they want to have access to that; for instance, if they are working from home or working remotely at any time. So, that just takes the burden and makes sure that they have the resources that they need.

The Member is right that there could have been a separate statement on supply, but the Member will be aware that the priority for me has been to improve the terms and conditions of the work of supply teachers with a new national contact for supply agency, which I believe will drive up standards and, crucially, provide an underpinning with regards to pay and conditions, which I hope will be of real benefit to those that find themselves working in supply, which is a very important aspect of our education workforce.

And finally, on the issue of professional learning, let's be clear that the money in itself is not there to persuade people to stay and be teachers; the money is there primarily to ensure that those teachers are best prepared and are able to take advantage of the new curriculum. But what we do know from research that is currently being undertaken by some of our IT providers is that ensuring that teachers have access to career-long professional development is one of the ways in which we can attract the best and the brightest into the profession. When we benchmark teaching against other professions that other highly skilled graduates may want to go into, one of the things that they say they're looking for is that ongoing professional development and that route to progression within that profession. So, professional learning in this context is about delivering the curriculum, but actually that commitment to those individuals that we will support their career throughout their time in our schools with continuous professional learning is really important.

And with regard to time, the Member will be aware we've recently consulted, for instance, on one additional INSET day to supplement the INSET days that schools already have for professional learning, and I hope to be able to move forward with those regulations shortly.