I'd like to thank Suzy Davies for raising this issue, because obviously 6 June was a Thursday when we weren't sitting, and it was a written statement, so it could very easily have passed us all by. And I think that the subject under consideration here—it looks very dry and it's quite difficult to understand exactly what governors are going to be expected to do. But, fundamentally, this is a really, really important issue. So, I think it's very much worthy of discussion in the Senedd.

I think we have to avoid teaching to the test, which is what has been going on—certainly in some schools. There is nothing served by learning by rote, because it won't serve the young person well in the future, when the jobs that they're going to need to do in the future simply don't exist. So, we have to have something that's in line with the new curriculum and the areas of learning and the ability of students to adapt their learning to suit unforeseen circumstances. It seems to me that is really, really important.

So, I can see the value of enabling governors individually to be able to look at particular targets in their school. For example, if Estyn has highlighted that music or the dual language offer is weak, then clearly that governing body may want to set a target for how the school is progressing in addressing those weaknesses. But I think what we need to get away from is this narrow focus on the C/D borderline, which does not serve most pupils well. I want to see all schools being judged by the value they add to the learning of each and every individual, rather than the previous method, which was simply allowing schools to tread water in the proverbial leafy suburbs, where it was pretty easy, on the whole, to achieve the targets we were setting them, and simply wasn't judging them against the raw materials that were coming into the school in the first place.

So, I very much welcome this debate. I think it's one we can and should come back to. So, thank you, Suzy Davies.