All of this means that we are able and we will continue to take a hard look at the OECD's advice. The report published provides helpful challenge and validation of the progress we're making, and I'm pleased to say there were no surprises. Next week I will publish an updated version of 'Our national mission'. This will take into consideration the OECD recommendations, it will review our collective efforts to date and the achievements made, and, crucially, map the next stage for the journey. Therefore, Presiding Officer, I am determined that despite COVID we will not rest on our laurels.

I'm going to focus on key themes from the report this afternoon, which offer us more challenge. The OECD are clear that the main theme for continuing with our success is being stronger in adopting a school's perspective. This means getting the balance right between system coherence and what that means in schools realising the curriculum. I have listened carefully to the comments from within the system as well as from the OECD on the issue of equity, and as we move forward with the curriculum, that is going to be even more important: equity in access to resources, equity of opportunity for learners and equity in professional learning for teachers.

Now, over the last four years, we have proven that we can address the aspiration and the attainment gap. Those achieving the expected level in core subjects at year 9 is now 20 per cent higher than it was a decade ago; 30 per cent more students on free school meals achieve a good science GCSE; and we have gone from only 37 per cent of our schools having access to superfast broadband to now having 100 per cent coverage.

The new curriculum is nothing—it is nothing—if it does not ensure that every single learner benefits from the broad and balanced education that we aspire to, bringing together knowledge, skills and experiences. Therefore, what are we doing, what are we going to do and what will we continue to do to support the realisation across all schools? Well, we are reforming our national network of practitioners. These will connect teachers and schools, gather intelligence, spot issues and work together in advising on implementation. Alongside this, new resources and materials will be available by next summer, specifically designed for the new curriculum. Now, we can be very proud of Hwb and the millions of log-ins that it achieves week in, week out, as well as the strong educational relationships we have nurtured with the likes of Google, Microsoft and Adobe, meaning free resources for families and teachers across the nation.

During the pandemic, we have delivered free equipment to learners from low-income backgrounds, but I acknowledge that we need to do more—more with teachers, schools and parents on how to make the most of the digital resources and of digital learning. This will be a priority as we continue to roll out our ambitious professional learning programme and publish new guidance for the curriculum. But I also know that we can be even clearer in what our shared expectations and roles are across the system. Very soon I will publish those shared expectations to support schools and the steps that they must take to prepare for the roll-out of the curriculum.

This is a big step forward for Welsh education, and just as we have all worked together during pandemic, it represents a renewed commitment from all partners to co-operate, to recognise roles and responsibilities and to support all of our schools with curriculum design and realisation.

It is clear from the OECD report that support is an important concept for successful implementation. I'm pleased that Estyn continues to evolve and will be a learning inspectorate with a clear remit in how it works with and supports schools, consortia and individual local education authorities.

Moving to teachers. We're currently spending the largest amount ever on teachers in Wales's education history. It has long been a priority for me, and recognising and supporting teaching excellence was one of the policies in the agreement that brought me into this Government. The OECD correctly points out that we need to do more to support teachers to be the main drivers of the curriculum in schools and to enhance their skills. This will be a big focus over the next few months, and looking at it so that we deliver the best support possible for all of our professionals, whether that be from initial teacher training, right through to whole-career support. Therefore, we are reviewing and re-planning teacher induction and early career support, alongside a national approach to coaching and mentoring. I'm particularly excited about our all-Wales Master's in education, which will focus on early career teachers and headteachers. I'm confident that it will become an international model of best practice, and I have been so pleased to see all of our universities working together on it.

Presiding Officer, in conclusion: as the OECD says, thanks to 'Our national mission', Wales has a clear vision for our system and for our learners. We have coherence, clarity, and are on the path to a transformation that will benefit both learners and professionals. Their advice on evolving the school perspective so that it holds to our national vision and getting that full, shared understanding is extremely valuable. I also know that systems across the world will also benefit from this report and the advice contained within it and that they will see Wales as a country that is moving forward with confidence. And I know that this confidence is shared across the system, and I look forward, whilst working together over the period, to deliver on our shared ambitions for each and every learner. Diolch yn fawr.