Deputy Presiding Officer, could I, first of all, thank Suzy Davies for her comments and questions? With regard to the summer, I think the holidays provide a wonderful opportunity to look to support a number of activities to ensure that our children, who have really missed that social contact that Suzy talked about, have an opportunity to do just that. The Member will be aware of our very successful Food and Fun activities that have run in local authorities across Wales since I came into office. We have doubled the amount of funding available to the Welsh Local Government Association to ensure that that programme reaches many more children, and I continue to explore, with my officials, how we can best use the summer holidays as part of our learning 2021 programme, not to have academic lessons but look to employ a range of approaches, both cultural, creative, sporting, access to the outdoors, working with partner organisations and the third sector, to enhance, even above and beyond the Food and Fun activities, because we recognise that, for many children, that interaction and that opportunity to develop their resilience and learn in a different way will be an important part of how we can respond positively to the impact the pandemic has had on their lives.

With regard to who will look at the framework, well, the framework will have an evaluation arm of its own, but crucially, when face-to-face inspections are ready to go again and are reintroduced at the appropriate time, the new inspection framework from Estyn itself will look at how schools are addressing issues around well-being so that there is an added incentive, if you like, for the schools to actively engage in the framework, because that is one way in which they will be able to demonstrate to inspectors how they are addressing these needs within their school. So, I have every confidence that the framework will be used. In fact, what the framework does allow is some clarity for schools that in the past have been bombarded by different approaches, different types of programmes, which can be really, really sometimes confusing, sometimes contradictory. The framework gives a clear plan, and we will be using resources to ensure that there are people in Public Health Wales to support the schools in the use of the framework. So, those individuals are being identified at the moment so that there will be support there for schools in how they use the framework and how they can shape their work from that perspective.

You're absolutely right: traditional school counselling is not appropriate for our youngest children. The whole premise of counselling is that you are able to make some changes in your own life, and the ability of a five-year-old or six-year-old to do that, of course—it's not appropriate. Therefore, although I used the example of traditional counselling in my opening statement, local authorities have been also using different approaches to support younger children, whether that be play-based approaches, for instance, or whether that be family therapy and family-based approaches, as well as then, in schools, ensuring that more and more of our practitioners have ACE awareness training. And the framework absolutely gives that freedom for schools to become trauma-informed practitioners. The use of nurture programmes within our primary sectors—all of which we know are particularly effective in our youngest children.

And, of course, some schools are choosing to use some of their pupil development grant to look at supporting children's education with innovative approaches. Only yesterday, I was in Roath Park Primary School, where they are engaging in a programme that brings a dog to school, a therapy dog, and the children actually engage, walking the dog in the local park, and the counsellor encourages the child to talk about their challenges with the dog and that interaction actually is proving very successful. I know that the school has used it to support a child who has been bereaved during the pandemic, not from COVID—unfortunately, the child's mum had terminal cancer and has passed away—and the dog has been really, really useful in a really non-challenging way for that child to express their feelings. And I did meet a child yesterday who has been out walking the dog, whose parents are front-line NHS workers, and the impact of the pandemic on that child has made him really anxious about his mum and dad's safety, because they're both medics and he's been really, really anxious about his mum and dad being safe and well. So, there are really innovative approaches and schools are taking this very seriously.

Finally, can I just say that there is absolute determination, both within the education department and the health department, to work jointly on this project? And the resources that we've been able to put into the programme have come from both budgets. I take your point about the transparency, sometimes, of the ability to follow the impact of those inputs, but we will continue, I'm sure, in the next Senedd—not you and I, but other people—to discuss how that greater transparency can be achieved. But I have been really pleased with the joint departmental working that we've been able to achieve and the ability to harness resources from both budget lines to be able to enhance these services.