Well, the Member is correct to identify an approach that clearly had not been successful in the past, and continuing that approach and hopefully, suddenly thinking that it might change the outcomes—well, somebody did say that doing the same thing and expecting a different outcome is the definition of madness. So, we need to try a different approach.

Now setting targets for our initial teacher education providers is important, but we need to reform how we're doing that, but also how we market teaching as a desirable profession has to change—the quality of our ITE is changing—but also, crucially, how we ensure that those people who train to be a teacher actually go on, then, to work in our schools, and not just for a period of one or two years, but continue to make an ongoing commitment to the teaching profession. 

I am currently considering an entire systematic reform of how we support initial entrants into our ITE provision and teachers through the first few years of their career, with specific mention of Welsh-medium provision in our secondary schools, which is of concern to me. The Member will be aware that, only this week, we launched a new scheme, where those who have qualified to teach in a primary school but have the potential and the skills to teach either the Welsh language or through the medium of Welsh in a secondary school but are not qualified can gain additional professional learning opportunities to allow them to transfer into a high school. Because what we do know is that, every year, we have a surplus of Welsh-medium primary school teachers who do not find jobs in our system. That's a huge waste of their talents and their resources. We can use those more cleverly, and therefore providing them with the opportunity to transfer into the secondary sector is just one of the new, innovative ways we're looking to address a problem that I'm not shying away from, is there, and we need to take action on.