The next item this afternoon is a statement by the Minister for Education and the Welsh Language on high standards and aspirations for all. And I call on the Minister, Jeremy Miles.

Thank you, Dirprwy Lywydd. Tackling the impact of poverty on attainment is at the heart of our national mission in education. That's the only way we can succeed in our aim of achieving high standards and aspirations for all. In implementing this vision, I am committed to avoiding deficit approaches, but instead to focus on positive actions to help realise the potential of all young people in a way that nurtures and reflects their aspirations.

Since becoming Minister for Education and the Welsh Language, I have also made it clear that we must consider all educational policies through the lens of whether they help tackle the impact of poverty on educational attainment. We will need a whole-system approach to succeed that supports children and young people through all phases of their education: pre-school, school and post-16. Today, I will be outlining some of the actions we will be taking in this area, steps that we will build on in the coming months.

Research and inspection evidence reveals that the single most important influence on learner success within the education system is the quality of learning and teaching, and this is particularly true of our disadvantaged learners. I want to ensure that we continue to improve the quality of learning and teaching, and make sure that that underpins the introduction of our new curriculum.

We will work, Dirprwy Lywydd, with the Education Workforce Council and our initial teacher education institutions to ensure that the nature of educational disadvantage, its impact on educational achievement and how that can be overcome, is a prominent element of our initial teacher education programmes. We will also include this as a key feature of induction and of professional learning provision.

Our support staff play critical roles in our schools, with many already specifically employed to support teachers in dealing with the impact of poverty on pupil achievement. This is good practice. In order to strengthen further the capacity of teaching support staff to help address this priority, not only will we ensure they have access to high-qualify professional learning programmes, but we will also ensure that school leaders have access to clear guidance on the most appropriate way of deploying support staff to assist in overcoming educational inequalities.

We know how crucial the pupil development grant is to our schools. Evidence shows that since its introduction, its use by schools has improved over time. However, we know that there is still more that can be done to target this funding better. Whilst ultimately the use of this funding should be decided by schools, these decisions need to be more strategically influenced, better grounded in evidence and rigorously monitored for impact. We will therefore require schools to work closely with us, sharing their plans and how they intend to monitor impact, supported by further guidance on evidence-informed uses of the grant.

We know from research and inspection evidence that schools that couple effective learning and teaching with a focus on community engagement are most effective in overcoming the impact of poverty on educational attainment. We will therefore want to see schools operate as community-focused schools, reaching out to parents and carers and engaging with the whole community.

Over the coming months, we will invest £3.84 million in increasing the number of family engagement officers employed by schools, with part of their role to be focused on improving pupil attendance. We will also provide funding to trial the appointment of community-focused schools managers, and £20 million of capital investment to allow schools to develop further as community assets, making the school more accessible and open to its local community. We will also be working with local authorities and health boards to look to extend wraparound, multi-agency provision for learners in our most disadvantaged communities.

Dirprwy Lywydd, for some of our young people, their aspiration is to study the best courses at leading universities. The Seren network continues to go from strength to strength, supporting some of the brightest young people in Wales to succeed at university. In the next phase of Seren's life, we will focus on increasing the involvement in the network of learners from low-income households. University is not the pinnacle of aspiration for everyone, but your ability to reach that pinnacle, if you choose it, should not depend on where you embark from. And alongside this, I am also looking to provide greater access to independent careers advice for young people from low-income households in the latter years of primary education and at ages 13 and 16, so that they have the best possible information on the variety of paths that can lie ahead for them.

And leadership is crucial in all of this: the vision to ensure that that the very best learning and teaching is in place, the conviction that schools should operate as community assets and the tenacity to raise aspirations and to support learners and their families. Good leaders can make a huge difference. We will ask the leadership academy to bring more of a focus on supporting our more disadvantaged learners to flourish, and working with school improvement services, we will task them with supporting school leaders to deliver high standards and aspirations for all. We will also identify a cohort of headteachers and senior leaders who have had sustained success in overcoming the impact of poverty on educational attainment, and we'll ask them to work with us to support other schools and leaders collaboratively.

And finally, Dirprwy Lywydd, it will be essential that we regularly monitor progress at all levels of the system. We'll use a broad range of indicators to measure progress, while continuing to place a high importance on qualifications. Estyn will have a key role to play in both supporting and monitoring our plans, and this will include producing guidance that informs their inspection activity in this area, reporting annually on the progress being made by schools, colleges and other providers, providing further system-level feedback through thematic reviews, strengthening their focus on this area in the inspections of local authorities and the engagement work they do with school improvement services, and providing further support for schools.

Today, Dirprwy Lywydd, I've described just some of the actions we'll be taking in the coming weeks and months, and I look forward to sharing with the Senedd our progress on this journey. Every single child in a school in Wales deserves the best—the best of standards and the best of aspirations. And this is not a choice between equity and excellence in our schools. Dirprwy Lywydd, the hallmark of a good society is the ability to deliver both. We want schools that deliver high standards and aspirations for all, and the actions I've outlined today will set us on the path to that destination.

The Conservative spokesperson, Laura Jones.

Diolch, Deputy Presiding Officer. Thank you for your statement, Minister. We welcome a lot of what you say, and hope to see it translate into making a difference. However, what I am concerned about is the timing and content of some of what you've said. 

I'll start with how you've outlined community schools, our twenty-first century schools. I mean, that's been in progress since 2014—nearly a decade now—and it's only now that we're talking about ensuring that they're truly community schools. We all want them to be, but it's clear from the community schools, these twenty-first century schools, as you go around our schools, that that is not what's happening; they're closing when the school closes. So, it is definitely something that we need to look into. So, I'm hoping that the things you've announced today will actually make a difference in this regard, and schools will be used to their full capacity and what they should be used for to make them truly community schools.

Also within your statement—and I completely concur with the statement—the most important influence on a learner's success within the education system is the quality of learning and teaching—absolutely, 100 per cent. What concerns me is that teachers need more support, they need more training, and we need more teachers. We have a lack of teachers coming forward now, apart from the programme that you've put in place, which, unfortunately, is not going to continue.

We had a situation where we had Chwarae Teg's leadership group come in today—young ladies coming in, interested in going forward in politics. They were a wonderful group of ladies, but it was really interesting to ask them about their experiences of how they're seeing things at the moment, how their experiences of lockdown impacted on their learning, on teaching and that sort of thing. And what became very apparent to me was their concern, even though they thought that teachers were doing a wonderful job, which we all know that they are, about the lack of support that they are getting in terms of knowing what the exam content is going to be, what modules they can cut, and then the girls themselves were worried about revision and what they ought to revise. And although we don't like the term 'catch-up', they were talking about the fact that—they were from all over Wales—the quality of education when it was online in lockdown was poor, and they're finding that even if it was okay, they're redoing what they did during lockdown because a lot of people were offline, even though they said that they were online, it was a blank screen and no-one could see if they were there, they might not even have been listening, so they had to repeat the whole thing to ensure that everybody in that class got the learning that they should have had. And what they said to me, also, was that the people who had missed out were those from low-income families, as a rule, and obviously those people with parents who were working, so they couldn't keep an eye on their children and support their children at home during that time. And that massive element of catch-up, even though we don't like to use that word, was real; it was very real. And they found that it was a massive stress to them and that they weren't actually getting the mental health support that they need.

And all these things that you've announced today are fabulous, but we must go to the core of what is going on here, of what is going on in the classroom, whether teachers are having enough support, and whether learners feel supported themselves. And for me, today, I was shocked by the fact that very intelligent girls from all over didn't feel that that support was there. So, I think that that is something that we need to look into.

Also, then, the educational disadvantage and its impact on educational achievement. Our PISA results are the worst; it's an embarrassment to Wales, I would say, on a par with Soviet bloc countries. And then we've got the pandemic, which has exacerbated that massive attainment gap between those that we really need to be helping out.

All this is not painting a very good picture, and although what you've announced today is great, I think there's still so much that we need to be looking into. And also, have people still got the technical support that they need, the connectivity that they need, from low-income families, the ones who were suffering the most during the pandemic? Because a lot of things—as I'm aware from my own son in secondary school—are now online; there's Google Classroom, there's Google Meet for homework and revision. All these sorts of things need to be thought about in the round if we are truly wanting to up our attainment level. So, I'm just wondering if you could comment on all that, Minister.

I think I've got a—. Here we go: in 2019 and last year, traditional exams were set, the attainment gap at top A* GCSE grade stood at 5.3 points between those getting free school meals and those not eligible. The gap then reached 11.5 per cent in 2021. It's not painting a very good picture, Minister.

You need to conclude now.

Okay. Then you've got the Seren network as well, which is brilliant; I think that's a great way of doing things. 

In conclusion, and my last question, Minister: the independent careers advice for young people from low-income families, which you want to target, how exactly are you going to do that, and why only that group? Thank you. 

I thank Laura Jones for the welcome she's given to the initiatives that have been announced in the statement today. In relation to the point that she opened on regarding community schools, she will know that there's a range of experiences in schools across Wales in terms of the extent to which they are able to, in their own circumstances—where they are on the journey, if you like. Some have the facilities to be able to do that, others may not, but they have practices that mean they are deeply connected with their local communities. 

The Government has a commitment in the programme for government to make sure that we encourage community-focused schools across Wales, to which my announcement today will be a contribution. Some of that is around making school assets more accessible, and there's a significant capital investment today to support that. But some of it is about how the school connects with families and families of learners. We've seen a lot of good practice across Wales in using the pupil development grant to fund family engagement officers. What the support that I'm announcing today will enable is for that to be extended, because, obviously, schools are still in a very, very challenging situation responding to the effects of long periods of lockdown and absence from school. The investment that I'm announcing today will contribute to schools' ability to respond to that to support their learners. 

The experience she described of speaking to the young women today very much echoes the discussions I have with learners in all parts of Wales in relation to their experience of the last two years. On the particular point that she made around support for exams, she will know, of course, that the Power Up resource that we've made available in schools, and that I hope she pointed out to the young women today, is available, because that contains a wide range of revision resources and a comprehensive source of information around the adaptations for exams, the adjustments to exam contents, the prior notifications in relation to exam content—all of those things that we hope will support our learners as they prepare for exams this summer. 

She makes a very important set of points in relation to the well-being of pupils and how best to support schools in supporting learners. She'll know, of course, about the extent to which we've increased the whole-school approach to budget and financing over the next three years in order to help schools extend their provision to support learners in this space. The Education Policy Institute, as she will know, has noted, I think, the extent to which funding in Wales has been specifically weighted towards many of our learners who are more disadvantaged in this area, including in relation to the important point that she made about the extensive provision of digital connectivity and equipment, which I think is generally acknowledged in Wales as being pretty advanced, perhaps, compared to some other parts of the UK.

Finally, on the point that she made about progress historically, the fair way of describing progress historically, I think, is to say that in relation to both primary and key stage 3 attainment, the gap has, certainly prior to the pandemic, closed quite significantly. Obviously, there shouldn't be a gap at all, but the journey has been to close that gap. That has been less successful at GCSE. The interventions that I'm setting out today, some of which are based on things that we have understood, some of which are based on new learning, if you like, in particular, some of the things that we've learnt over the last two years, I hope and expect will make a very significant difference at that level as well. 

Plaid Cymru spokesperson, Heledd Fychan. 

Thank you, Deputy Llywydd, and thank you for your statement today, Minister. Like Laura Jones, I think we have to recognise the ongoing trauma for our children and young people. The pandemic is not over. We're seeing high numbers of teachers, children and young people not in school at the moment, and that the situation remains, and we're not yet in a period where we can look back and rebuild. Although this is to be welcomed today, I do think there's a huge amount of work for us to be doing in supporting our schools in these exceptionally difficult circumstances, as well as learners of all ages. 

Also, we must recognise, historically, that this has been a grave problem pre COVID, and that we are now seeing that we have taken some backward steps in terms of attainment and ensuring that equal start for all. With so many families, as we know, with the cost-of-living crisis we're seeing now, with people not being able to afford food and electricity, and so on, that's all going to have an impact on our children and young people, and the trauma that they experience at home, which will make it so difficult for them to be doing their school work—finding a safe, warm space and having a home in order to do that work. This is all part of a package.

I was pleased to hear you focusing on the importance of community. You mentioned community-focused schools; in Welsh, they're called ysgolion bro. But how do you define that in terms of the twenty-first century schools model? Because, very often, we see these excellent new schools outwith communities, and more learners having to travel to them. It's a great concern of mine, and we've discussed this in the past, that some pupils have to travel by bus to get to these schools, even primary schools, travelling many miles to get to them. Parents have spoken to me about the fact that they have to travel on two or three buses to collect their child from school if they're unwell, or to go to a parents evening, and so on.

Although these resources are now open in some of these schools, and there will be further resources available, if our most disadvantaged pupils can't take advantage of those resources, aren't we exacerbating the problem? So, are there plans as part of this to invest in transport too, in order to ensure that everyone—? Because we have to be realistic now; 'community' doesn't mean that you should be able to walk to school in the model we have in terms of schools now. A community can be vast, and it doesn't necessarily mean a particular small catchment. So, how is every pupil going to benefit from this investment, so that we don't see these inconsistencies continuing?

First and foremost, whilst acknowledging the need to raise education standards, there is also a clear need for post-COVID education recovery, as was mentioned by our colleague Laura Jones. Massive amounts of education has been lost already, so a certain amount of recovery needs to happen before actually improving standards. I know some investment has been made, but teachers and parents have told me that schools have struggled to be able to spend this money in the time that was available to them—that actually the resources or people weren't available to help them bridge that gap. Therefore, I would like to ask you, Minister, with regard to education recovery spending, how much has been spent so far, how has the money been spent specifically, and how has this helped with attainment? As we know, Wales is also embarking on a major curriculum change, as well as additional learning needs reforms, which will pose the biggest challenge to the schools standards agenda yet in terms of the scale of the ambitions for change. How does the Minister envision that the new curriculum will improve standards, and also, does the Minister believe that the school budgets and workforce are in place to respond to the pressures posed by these reforms, and, specifically, in both languages?

Minister, you mentioned that

our learners deserve the best, and they deserve to be able to access and use the best too.

Of course, I agree with that, and would welcome any investment towards that. But, as I said, every pupil must be able to benefit from that, and we must also ensure that they should be able to benefit in both languages. At the moment, that isn't the case. We know from speaking to our children and young people that they can't access breakfast clubs, after-school clubs, and so on, and some of the programmes in these schools. Everyone should not only have access to the best, but they should be able to access the best, if we are to see the changes that we all want to see.

I thank the Member for those questions. She's entirely right in saying that we need to continue to support schools through the period they're going through at the moment, which continues to be challenging, of course. She asked towards the end for confirmation of what's been spent in supporting our schools. In this financial year, for example, some £278 million has been spent specifically in response to COVID, which is an increase on the £220 million in the previous financial year. That funding source has come to an end in terms of the funding provided to the Welsh Government by the Westminster Government, but, despite that, and recognising the point that the Member makes that the need doesn't come to an end, we will continue to fund a scheme of some £37.5 million this year and in the future, and then there will be funding to respond to the needs of learners with additional learning needs, as well as the funding I mentioned in response to Laura Jones, which will be invested in responding to the challenges in terms of mental health and well-being among our pupils and school staff. I will be making a further statement on that in the coming days. 

The Member is right in saying that the pressure in terms of cost of living on some of our learners is huge at the moment. I know that she recognises and welcomes what the Welsh Government has been able to do in expanding the PDG access to those pupils who are eligible in order to meet costs, as well as extending our free school meal provision over the school holidays, and, in addition to that, the commitments in the co-operation agreement with Plaid Cymru, of course.

She made an important point on the ability of all pupils being able to benefit from what we mentioned in our statement today. Of course, the whole purpose of the statement is to ensure that the opportunities and the provision are available to all pupils. You mentioned new schools; I was with Sioned Williams opening a new school in my own constituency last Friday, which is an excellent example of community resources being available in that community, and a high percentage of pupils in that school are in receipt of free school meals. It was great to see the provision in terms sports facilities, but also drama, music and so on, that will be available to them, of course, but also to the wider community.

The point that she makes in terms of transport is a very important one. I recognise that that is an important factor. We've had other discussions on the importance of that issue, and I know that Lee Waters, as the Minister responsible for transport, is looking at what else can be done in that context for the important reasons that she outlined.

Just on a final note, I will say that the curriculum is an opportunity for us to ensure that every child has access to the highest standards. It provides flexibility, it allows all pupils to be encouraged in a way that responds to their priorities and their needs. I think that the schools that work with more families from disadvantaged backgrounds do welcome these developments, because it provides them with more opportunities. In terms of resources, of course, there is more do be done in terms of teachers and the education workforce working through the medium of Welsh. You will know that we are working on that with stakeholders at the moment, and are intending to publish that draft plan in May. In terms of school budgets, I will just remind the Member that the local government settlement is some 9.4 per cent higher than it was last year. It's historic in that sense. There is pressure on local authorities, of course, yes, but that provides a firm foundation for funding our schools. 

Minister, I very much welcome your commitment to put rocket boosters under the ambition to make all schools community focused. Like Laura Anne Jones, I feel this is a little bit overdue, but it's really good to hear that you are really going to deliver on this. It's really important that what the taxpayer funds is available to the taxpayer, rather than this deficit model that keeps families outside the school and only allows in those that they select.

We clearly have some challenges. This week, I was contacted by a family whose child had been out of school for two years—two years. So, I very much welcome your commitment to have more family engagement officers, because we really do need to be proactively chasing people when they don't turn up. This particularly happens when children leave primary school and go to secondary school, and during COVID this has been, honestly, a fantastically difficult problem. But you can see the sort of work we have to do.

I'm privileged to be a governor at a school where faith, equity and excellence are the mission statements of the school. The faith bit is not about religiosity, it's about respect and celebration of each pupil, their strengths and weaknesses, their needs and talents, and the contribution they can make to our wondrous but very troubled world. As you would expect, St Teilo's affirms both equity—

You need to come to your question.

—and excellence in everything it does, and it has a commitment to not dumping individual pupils who become hard to teach, who may have difficult lives at home or who have additional learning needs.

So, I do hope that you can give a commitment that schools will not simply be allowed to get rid of kids who they think are going to cause them problems and particularly are going to affect their exam results, because I think this is an issue in some schools. It certainly doesn't happen in the school where I'm a governor, but we need to ensure that we have the right support for each child so we are able to meet their needs in every aspect. So, I hope that you'll be able to reassure us that you'll take action to stop schools who exclude pupils because they don't like the look of them.

The Member has made some very, very important points in her question there, and I'm glad to hear of the school of which she's a governor focusing so clearly on the importance of pupils being in school as the best environment in terms of their well-being, but, obviously, certainly the best environment in terms of their learning.

We've been doing a significant piece of work in relation to absence, not solely to look at the data, which is, obviously, publicly available, but to drill down beneath that into the experiences of school, as to why pupils are perhaps persistently absent and the kind of more qualitative information that is essential for us to understand if we are to put in place the right responses as a Government to support schools in making sure that pupils come back to school.

And some of that is around confidence in the sense of well-being in pupils, some of it is around—. You know, the last two years has been an experience where some families will have identified not being at school as part of the normal experience of a pupil. Well, that must not be allowed to take hold in the longer term, obviously. But that is not a short-term—. That is not a short-term challenge; I think we are going to need to be working on this consistently.

The point that she made around how we assess how schools are performing—actually, part of what I was referring to in my statement is broadening how we look at this in terms of a school's performance, if you like, and moving away from looking simply at exam results and looking at questions to do with attendance and exclusion and health and well-being in a much more holistic way, which I think captures the kind of priorities that Jenny Rathbone was spelling out in her question.

Thank you, Minister.