Excellent. I know that prior to the return of all pupils in the autumn term, Estyn published a document collating the good practice that had been developed by many schools, and I know that some schools in Cardiff embraced the outdoor learning experiences as part of the well-being recovery programme. But I was shocked to learn recently of the hostile reaction of members of the public to one school taking a class in a bubble to the local recreation ground, which was a pretty shocking event given the lack of understanding of what children need.

Now that we have to revert to remote learning, we have some schools who have got really well-formulated blended learning plans, including proper online lessons with differentiated groups of pupils, depending on the levels of learning they're at, but others—. One teacher was told that it wasn't possible to do online lessons because there was a safeguarding issue. I'm aware that we have all this wonderful information on the Hwb, which is the envy of teachers in England, but nevertheless there's bound to be patchy practice, given that some schools have really very considerable responsibilities for safeguarding and deprivation amongst many of their pupils. I just wondered what we can now do to ensure that the consortia and Estyn are really sharing the best practice and giving the most support to those with the most challenges, referring back to what Llyr Gruffydd was saying earlier.