Can I thank Mr Reckless for his questions? With regard to the four priorities that have been identified by the members of the group, they build upon one another. First of all, the development of a workload and well-being charter and toolkit, that is the first step in the process of identifying within your school how you're doing, and to help you self-evaluate, and to be able to demonstrate as school leaders to your staff, and potential staff, that this is an issue that you take seriously if you have signed up to that charter. Then, of course, sometimes, schools will need particular help and support to implement new practices. That's where, then, we have the reducing workload resources and training pack, so having identified that maybe there is more that you need to do in your school, some schools may need some additional support to actually understand what best practice looks like and how they can take effective action if they have found themselves to be needing to do so. That's where the resources come in.

Practices in schools change quite a lot, so those resources were developed primarily back in 2017, and we need to make sure that they're refreshed and updated for where we are now in the system. We also, then, need to work with our regional consortia, our school improvement services, because we need to see workload and bureaucracy reduction as part of a school improvement system, rather than just for its own sake. It's got to be there for a purpose. They will then have the lead responsibility to ensure that they are circulating training models and exemplar case studies across all four consortia, on a consistent basis, so no matter where you are working in Wales you will know that you are getting a set level of information and support, and also to help feed back to me on monitoring of uptake of those training materials, so that we in the centre have a better idea that, actually, these processes are being impactful in individual education settings.

With regard to the middle tier and the role of local education authorities, can I assure the Member that they are represented on this group? So, they're not excluded from this group. They are key members of this group, and crucially, they too have agreed to sign up to the audit. There may well be a justifiable case why an individual local education authority requires schools to collect data in a certain way. They just need to demonstrate why that is relevant and why that is necessary, and that they're not just asking the schools to do that for the sake of it and that data, then, is not used to inform policy development from an LEA perspective. So, I've got no problem with collecting data as long as it is useful, it is used, and actually leads to raising standards in our schools. So if an individual local authority could justify that to its schools, its headteachers, there's no reason why they should be precluded from doing that, but you have to take the beam out of your own eye first, which is why we're starting with the Welsh Government requirements, to make sure that we are practising what we preach with regard to the data that we're asking schools to collect. Because how many times in this Chamber have we stood here and sometimes paucity of data is an issue for us, and then we say, 'Well, we should ask schools to do more of that'? So sometimes, we ourselves are responsible for driving this demand for schools to do more and more and more paperwork, and we need to stop and reflect and really think about what we're asking schools to do, and does it add value.

With regard to business managers, some individual schools were already employing business managers. The pilot is an attempt to spread that best practice, and by using some Welsh Government money, match funded by local authority money, to be able to prove the case maybe to some of those people who doubt the value of those particular roles, that actually it can make a big difference in terms of reducing workload and driving other benefits by employing that person. Sometimes, understandably, individual schools, individual local authorities, may have been reluctant to be able to experiment and to drive these posts forward. By using Welsh Government money, we've tried to demonstrate—and hopefully the evaluation will demonstrate—the effectiveness of those roles and why they're important. In secondary schools, especially our large secondary schools, they are providing a really important role that is highly valued not only by headteachers and senior managers, but often really valued by the pupils, because there is a different type of professional with whom a pupil can have a relationship, and sometimes it is the school business managers and not the professional teachers that children will want to talk to about their problems. So actually, not only are they sorting out the paper, the photocopiers, all the orders, paying the bills, organising things; actually, many of them have really, really established important relationships with children within the schools, and they are valued members of the school community. I applaud all the business managers who are working so hard in our schools in Wales today, and hopefully the pilot will demonstrate their worth even more.