Can I join others in congratulating our young people and their staff and their work? I'm sure everybody across this Chamber will actually join in with that congratulations. Minister, you've answered an awful lot of the questions on points that I wanted to raise, because you clearly are passionate about this and you can see that passion coming through. I do agree with you, the early years is key to reading and the joy of reading because I was interested to read—and Siân Gwenllian was quite right—the analysis of the text, not just the headline figures, is important. Ninety-one per cent online chats is where they get a lot of their reading from, and when they say 44 per cent rarely or never read a book, we need to look at how we address that whilst encouraging young people to use technology for their research and their development. I couldn't understand how the understanding element of reading, or comprehension, as Suzy put it, was below the line and yet, our reflection and evaluation was above the line, which is clearly a critical point.

But also, I want to remind ourselves of the positive message here: actually, we've improved nine places in science in the national figures; we've improved eight places in reading; and we've improved seven places in maths. So, actually, against other countries, we have definitely improved ourselves and gone up the line and we should not ignore that point. It's not just about improving those individual figures, we've gone up against other nations as well, and that's critical. I also noticed the attainment gap has decreased as well, though I do recognise the 10 per cent dial and the 90 per cent dial aren't necessarily at the levels we want them to be to be able to have that gap smaller, but giving us better averages, and we need to do something on that.

Can I ask the question of, clearly, how we address this? Some of the things—. I think vocational education is an important aspect when we hit some of these levels, because I think vocational education can also be a need to help some of those pupils understand some of the points we're talking about. It's not just purely the academic agenda, it's the vocational agenda as well, which we can feed together into approval. So, how will you look at how the vocational agenda and the academic agenda in your curriculum will work to ensure that we can improve those levels of both the bottom 10 per cent and the top 10 per cent, which gives us that better figure in that? How do we ensure that we raise the expectation of possibilities? You talked about reaching the potential, but we want to raise the expectation and opportunities and possibilities for those people to reach that potential. So, what are you doing to work towards that so that we're giving them more hope?

Siân Gwenllian talked about teachers. Again, I also raise the question of teachers. How do we encourage more in? But also, we weren't reflected in that about the absent teachers, but we do have a lot of supply teachers coming in. How do we address the supply teacher agenda to ensure that that doesn't impact upon the learning of our young people, so they can still continue the development? There are many schools where supply teachers come and go quite frequently, and that does impact upon them. You've talked about food banks and their well-being, but let's not forget, the well-being affects the learning of children, and that's crucial. We need to address that.

I noticed the OECD reflected Andreas Schleicher and his comment: 'You're on the right path.' That's what he said: 'You're on the right path. Stick to it', but can you convince us that the curriculum changes that you are going to be bringing in next year will actually take us continually on that path, that it's not going to divert us off the path into another route, another direction? Because it is important that we continue the progression we have seen in the last three years. We've all called for this progression. From 2015, I remember it—we all called for this progression. We've got it now, let's celebrate it, but let's also make sure that we continue with it, because that is the aim for our young people, to ensure that they're able to benefit from improving our systems.