Could I thank Samuel Kurtz for the constructive way in which he dealt with the question, and the fact that he reminds us how short-lived ministerial careers can be. [Laughter.] So, I thank you greatly for that.

But Samuel Kurtz made some very important points at the outset of his contribution, namely that we need accountability and an opportunity for Members and external bodies to be able to scrutinise the Government's work, and I accept that that is vital. That's what this statement is and what this report is. It sets out the targets, and it shows clearly where we are meeting the targets, and where we need to do more work to tackle those challenges that are more long term, and it offers opportunities and gives you a basis for scrutinising that. So, I do welcome that and the Government does welcome that.

The point that you finished on is important as well, namely that the landscape that the language lives in is changing constantly. We've seen a great change over the 60 years since 'Tynged yr Iaith'. You could argue that communities have been transformed, in terms of the pressures on Welsh-speaking communities, but there are other factors as well. We need to be honest and we need to respond to those changes. And it's important that we learn from what we do—some things succeed and some things fail, and we need to renew our actions in the wake of that information and be brave and honest in the process of doing that. So, I certainly support that theme in the Member's question.

In terms of the qualification—GCSEs—he will know that Qualifications Wales is looking into this at present. It's a very important subject. The second-language period is coming to an end. We don't want to discuss the Welsh language as a first-language and second-language concept. I finished my statement saying that the language belongs to everyone. What I want to see, and I'm sure that there is broad support for this, is one linguistic continuum where everyone knows that they are on a journey and everyone's on the same journey, but, perhaps, at different stages on that same pathway. That's very important, I think. We want to see our education system allowing us to create confident bilingual speakers, but the truth is that people are starting from different places on that pathway. That's a reality in our communities and where the language is.

But the idea that underpins the policy of providing free lessons for people until they're 25 is providing as many opportunities as possible and ensuring that people can take advantage of those opportunities, either to restart or start learning. So, there is work to do to understand where qualifications and education for adults lie on the linguistic continuum, and it is important work that needs to be done.