In many ways, it is that baseline of funding that our schools receive via the local education authorities that, by working together, we will need to support them, going forward, because the learning loss that was identified by the inspector in September is being compounded, despite the best efforts of everyone involved, by this prolonged period of schools not being open for face-to-face teaching for the majority of pupils. We will continue to work right the way across the education field to understand what is the most effective way of supporting children. We believe that that is by supporting individual headteachers to make plans for their school. They know their cohort of children best, they and their governing bodies know what their children need, and it is our job to provide them with the funds necessary to adapt to the circumstances that they find themselves in.

I'm glad that Siân Gwenllian has raised the question of pressure on the workforce. The inspector rightly points out the highly pressurised situation that school leaders and senior management teams have found themselves working in. We have, indeed, provided grant funding to Education Support to undertake a bespoke package of support for the whole of the workforce in Wales during this academic year. Support that is available includes well-being events, peer-to-peer support for headteachers and the appointment of a well-being adviser to provide additional advice and guidance to staff. Additional funding has now been agreed to provide an expanded project. This will allow additional strands of support for headteachers especially to be included, in recognition of the significant pressures that they are under. 

I know that regional consortia have also been hosting a number of support events, often with anonymity, so that headteachers could come forward without fear of stigma, or without fear of being identified, so that they could get support. I know that, for instance, having conversations with Central South Consortium this morning, many headteachers have subsequently, as a result of the support of that programme, identified themselves as being participants and have said that it has greatly helped them in their ability to manage in this unprecedented situation.

We've also considered, and have taken action to alleviate, pressure points where we can. For instance, we've tried, wherever possible, to reduce data requests or the removal of requirements that really don't add value at this moment. Sometimes that can be a challenge; people in this Chamber demand data all of the time. But, of course, that data has to be sourced from somewhere, and that usually falls upon an individual school. So, it is about getting that balance between making sure we know what's going on, while at the same time stripping away demands on the workforce at this moment that really aren't adding value. We will continue to work with the National Academy for Educational Leadership, which, via its associate programme, has also been providing support to school leaders at this particular time. I know that many of them have found that particularly helpful in addressing the stresses and strains.

With regard to the future of inspections, clearly we have to be mindful of the public health scenario that we face at the moment. We don't want any more people going into schools than absolutely necessarily have to be there, and we have to reflect on the pressures that the school system is facing at the moment. Estyn have proven themselves to be particularly adept at transforming the way that they have worked, supporting those schools that are in a categorisation, working with local education authorities to understand and to develop best practice, and we would expect that to continue. But, clearly, any move to formal inspections again will have to be taken at the appropriate time. Clearly, at this point, unless there is a substantial change in the way in which the schools are operating, then it would not be appropriate to return to the formal model of inspection at this particular moment.