Questions now from the party spokespeople. Conservative spokesperson, Laura Jones.

Diolch, Llywydd. Afternoon, Minister. It almost seems like old news now, it's been so long since I've had the chance to question you at spokespersons' questions in the Chamber, but it comes of great concern to education providers and myself that the new curriculum will see the separation of GCSE, the separate sciences, and also the separation of English and English—. Sorry, it will see the separate sciences at GCSE merged, and English and English literature also merged. We have always realised in this Chamber the importance of science and the importance of encouraging people into science, as well as, obviously, highlighting the importance of people going into science for our future economy, for future jobs.

So, I was quite baffled when I heard this announcement, and, for me, it flies in the face of one of the four purposes of the new curriculum. The issue of conflating subjects is nothing less than to disregard the best of what's been thought and said over centuries. Biology is not chemistry, and English is not English literature. Minister, England will be keeping separate subjects, appreciating their value and importance. So, Minister, do you not see that this will inevitably now cause a brain drain of students who want to study medicine at Oxbridge, who will, obviously, need triple science GCSEs to maximise their chance of success? Is this really what we want to see happening? It's hard enough to recruit into the education sector without staff feeling that their subject is being dissolved or amalgamated.

I would love to hear your comments, Minister, on what impact you think that this move will have on the children of Wales—a move that's not supported by the majority of the education sector, including the union the Association of School and College Leaders Cymru, who highlighted that only 30 per cent of those involved in the original consultation exercise thought that this was a laudable or workable idea, but somehow it made it into the final report. So, Minister, why is it that the unions, professors at Swansea University and the Royal Society of Chemistry are wrong about the disastrous impact of this decision, and yet you and Qualifications Wales are right?

Well, I think it's important to approach this topic with a degree of moderation in some of the descriptions that we give, because it's a very important area for our learners. If the Member has had an opportunity to look at the Qualifications Wales report, 'Qualified for the Future', she will have seen there the case that Qualifications Wales makes for the reforms that they propose in both those areas, which, as she acknowledges, were both the subject of previous consultation. She will find in relation, for example, to the proposal to bring English literature and English language together that, if you look at the current entry figures in relation to English literature, the proposal could in fact, and is intended to, enable more learners to participate in English literature for longer in the curriculum. So, the argument that is made by Qualifications Wales is that that will extend the opportunity to more pupils than are currently having the opportunity to study English literature.

In relation to science and technology, I know that she supports the principle in the curriculum of making sure that our learners have a breadth of experience. And the intention, which again is laid out in the Qualifications Wales report, is to provide scope at GCSE for learners to study, to be qualified in a broader range of qualifications. And indeed, she'll know that the proposal in relation to a science award is for that to be, effectively, the value of two GCSEs, and to enable the links to be made in the way that we understand is important between the various sciences. She probably also knows that, currently, the most entries for science at GCSE is in fact the double science that currently exists. There is, however, clearly a range of opinions in relation to this, so I would encourage her and others to contribute to the consultation that is currently open; it's important that we hear those perspectives as well.

Many thanks, Minister. The majority of people I've spoken to, it's quite the opposite that I'm getting.

A damning new report last night, which was released by the National Association of Head Teachers Cymru—another union, Minister—has highlighted the impact of the chronic underfunding of Welsh schools. 'A Failure to Invest: the state of Welsh school funding in 2021' provides troubling examples of the ways teachers have been forced to cut expenditure to balance budgets in the face of Labour cuts. More than three quarters of school leaders said that they do not have sufficient capital funding to maintain their buildings; almost 92 per cent reported funding for pupils with special educational needs in their school is insufficient; and 94 per cent reported that the additional learning needs funding they receive is not sufficient to meet the needs of the new ALN legislation, introduced by this Government. Nearly four fifths of school leaders said that the cuts they are being forced to make will have a negative or strongly negative impact on the quality of school provision for Welsh pupils. This obviously damning report from this union poses many questions, Minister. The fact remains that pupils in Wales receive £1,000 less than those in England. So, when will this Welsh Government ensure equality of funding between pupils in England and pupils in Wales, and when will you invest in our children's future and perhaps even fund schools directly to ensure that the pupils and the schools get the money that they deserve?

The Member will know that she gives a very partial view of the situation in relation to funding for schools in Wales. She will know that, on any number of measures, the volume of funding invested in the Welsh education system is significantly in excess of that which is invested in schools in England, which she herself chooses as the comparator for the question. I am aware of the report and I know of its content, and I have discussed these matters with the NAHT several times. She took the example of ALN funding—just to take one of the examples that she's given. We absolutely recognise that there is a cost to transitioning from the system that we currently have to the new legislation. We've provided significant funding to the system to enable that transition cost to be borne. There are other pressures that have arisen as a consequence of responding to COVID whilst also moving over into the new system, and we've provided significant funding to enable that to happen. I have had discussions with local authorities, and I have said that if they have evidence of significant additional costs into the long term, then I'm very open to receiving the evidence in relation to that.

Thank you, Minister. Also, the attainment gap figures recently released paint a very worrying picture. They have been exacerbated by the inequality between the better off and the poorest in Welsh society. Top GCSE results show a gap now of 11.5 per cent in 2021. Minister, how are you planning to tackle this attainment gap and ensure that young people in Wales are afforded the best start in life, regardless of their background, as this Welsh Labour Government seems to be letting down the poorest in our communities? It was bad before the pandemic, Minister, but now worse, as the move to centre-assessed grades seems to have exacerbated the situation. Do you not agree with me that the return to exams is now more crucial than ever? I know that you've said now that that is what you want to do. But, in this Chamber, can you now say that that is what your intention is, to bring back that move to exams? And what are you doing, Minister, to ensure that those children off school with COVID or due to COVID-related regulations are receiving the education that they need and that they deserve—because it's a significant amount of time that children are having off school at the moment—to ensure that this gap doesn't widen in the future?

I appreciate the Member’s interest in closing the attainment gap and she will absolutely know, from the previous discussions that we’ve had in this Chamber, that this is a very important priority for me and for this Government generally. I share with her the concern in relation to the results that we saw this summer, which did in fact show a widening of the attainment gap. That has been something that we feared might happen and, as I know that she’s aware, the renew and reform programme of investment that we’ve provided to schools and the education system to respond to the challenges of the last year is significantly weighted towards supporting learners, disadvantaged learners or those who need particularly additional support in order to continue with their learning. We’ve provided, during the pandemic, almost £180 million in relation to the recruit, recover, raise standards programme. That itself has been weighted towards providing more intensive support for our more disadvantaged learners and that has allowed opportunities for additional coaching, for mentoring and so on. But there is more that needs to be done and the funding in the system is designed to deliver that.

The question of the attainment gap is a broader set of challenges than can be achieved and addressed simply within the school environment. Many of our programme for government commitments are designed to close the attainment gap, so whether that’s around extending free school meal eligibility, whether it’s around reform of the school day and the school year, whether it’s around community-focused schools, all of these interventions are designed to contribute to that, and I look forward to working further with the Member in relation to those if she’s happy to do that.

Plaid Cymru spokesperson, Cefin Campbell.

Thank you very much, Llywydd. Would the Minister agree with me that one of the most important things that needs to happen in order to ensure that more children benefit from Welsh-medium education is to ensure that qualified bilingual teachers are available to teach them? Now, whilst we recognise that there has been some progress since the beginning of the pandemic in terms of the numbers choosing to train as teachers, generally speaking the situation in terms of number of Welsh-speaking teachers continues to be critical. And, given the importance of securing an adequate supply of teachers to the 2050 strategy, with the aim of creating a million Welsh speakers, the shortage of over 300 Welsh-medium teachers in the primary sector and 500 in the secondary sector is a cause of great concern. And, as far as I can see, there is no strategy in place to tackle this issue. Now, you and your predecessor have referred on a number of occasions to a 10-year plan. So, can we have an update and a timetable on that plan? And the obvious question to ask, of course, is what are you as a Government specifically intending to do attract bilingual people to the profession, or to provide language training so that non-Welsh speakers can garner the skills and confidence to contribute to the Welsh-medium education sector? 

I thank the Member for that question, and if these are his new permanent responsibilities, I welcome him to them as well. This question is a very valid one. So that we can extend access for people to Welsh-medium education in all parts of Wales, we have to ensure that we reach and go further than the targets that we have at present in terms of recruitment, and we haven't yet done that. 

The programme of work that I published some weeks ago mentioned the plan that we have for a new strategy. The solutions are not simple ones; everyone recognises that. And we have to ensure that we do work in partnership with our broader stakeholders in order to ensure that we make progress in this area. So, we're about to publish a draft document to discuss with stakeholders. We've already been in discussions with the Education Workforce Council, with CYDAG, with the Coleg Cymraeg Cenedlaethol, and with the commissioner, but there are others who will have to be part of that conversation. 

There are variety of things that we can do in order to encourage people to train as teachers—making it easier for them to do that, providing financial incentives for them to do that. So, there are many ways to tackle this. But we need to look at the broader workforce as well. I've had discussions recently on the shortage of classroom assistants who can speak Welsh, and we have to make progress in that area as well, and see the workforce as a whole, as it were. 

Thank you very much. Well, I look forward to seeing the draft strategy. Just to follow up on that, I've been referring specifically to the statutory sector. The objectives of Cymraeg 2050 recognise the important role of further and higher education in delivering this vision of a million Welsh speakers. And you as a Government are duty-bound to ensure that learners and students have opportunities to continue with their education through the medium of Welsh once they've left school. So, what are the Government's plans to ensure that there are more opportunities available and, specifically, that there are more staff available to educate our young people in FE colleges and HE colleges, and also specifically to undertake apprenticeships through the medium of Welsh, because the learners that go on to FE to undertake apprenticeships are the most likely to remain in their areas and to provide important services within their local communities?

I thank the Member for that question as well. We have been discussing this with the Coleg Cymraeg Cenedlaethol and we've provided more funding for them this year so that they can do more work with us in this area. But he's right to mention that one of the challenges in this area is also the workforce that can provide Welsh-medium education, and also the availability of qualifications in Welsh. We've been discussing those with Qualifications Wales as well. The new commission that will come in the wake of the legislation that we hope to pass here in the Senedd will have a specific duty to ensure the progress of post-16 education through the medium of Welsh, and, so, I believe that will be an important opportunity to extend the provision. One of the things that we need to look at in more detail is the relationship between post-16 education and schools, particularly in the context of the last part of the question, namely apprenticeships provision and post-16 education through the medium of Welsh, so that students become aware during their time at school of the options to undertake vocational qualifications through the medium of Welsh after they leave school.  

Thank you very much. My final question is similar to a question asked by Laura Anne Jones, but I'm going to approach it from a slightly different perspective, namely the attainment gap in the data published by Qualifications Wales this week, which showed that there were fewer A* and A grades in examinations from children in receipt of free school meals as compared to those more privileged learners. Now, you have explained how you intend to tackle this, which was in response to my original question, but in looking back at the time of the pandemic, it's clear that there was a lack of support for these learners, because the gap has widened. So, can you tell us what lessons you have learnt, as a Government, from looking back at that period? And, more importantly, can you confirm how those pupils are being given the chance to catch up with those opportunities that they've missed out on? And what would you think are the main reasons that that gap has widened?

Well, I think that people from more disadvantaged backgrounds have carried the burden of COVID in a variety of ways, including in school life, but more broadly than that in our community as well, and in our economy. We anticipated that that would be a risk, from what we saw developing during COVID, and that's why we provided interventions and funding sources that put a specific emphasis on supporting learners in those cohorts. I don't think that any amount of money or investment can make the difference that we need to make in response to that, but we have to carry on with the interventions that we have. We're also going to ensure that we keep a watching brief on the educational journeys of those affected by COVID, so that we understand, for the purposes of policies in the future, in the coming years, because this is going to be a challenge that we will have for many years, what we can do.

The Member mentioned what we can do to ensure that people can catch up. I'm trying not to talk about 'catching up', because I don't think that that's a way of encouraging commitment and application from our learners, but, as to all of the interventions that we have, in terms of the three Rs and renew and reform, that's their aim—to ensure that our schools have the capacity and our colleges have the capacity to support pupils one-to-one or to provide, in small groups, the further support needed by those who have missed out most.