Thank you, Llywydd, and may I begin this debate by thanking Claire Morgan, the interim chief inspector of education and training in Wales at the time, for her annual report? This independent report is an important record of the way in which schools and education and training providers responded to the challenges that arose in the academic year 2020-21 as a result of the pandemic. It also adds to our understanding of the impact of coronavirus on learners and the education workforce. Although this impact was inevitable and was often negative, the annual report also highlights some of the positives identified by Estyn. For example, learners and staff have adapted and innovated, building new digital skills, whilst schools in general have strengthened their relationships with the communities that they serve.

I am just as proud that the report recognises the resilience and determination of the education workforce. It describes how they've been able to be flexible, creative, and have continually adapted in innovative ways to support learners. This was crucial during this difficult period, but it could be beneficial for the education system in the future too. I want to take this opportunity today to consider these messages, and to give heartfelt thanks to everyone who works in the education sector for all of their work in making the most of learning, and to reduce disruption to our learners. We must build on these strengths that Estyn has identified as we continue to deliver our transformational education reforms. 

I would like to take a moment, Llywydd, to focus on well-being. I agree that we shouldn't underestimate the impact that the pandemic has had on the well-being of our learners, our staff and our school leaders and other leaders. I was therefore pleased to read in the report how providers were prioritising learner well-being. Emotional well-being continues to be an important priority for me. I'm therefore determined to build on this emphasis on well-being through the Curriculum for Wales. I think that when learners are happy, and have the support of a contented workforce, they are more likely to be confident and ready to learn and to achieve their potential.

That's why one of the key elements of the curriculum is to develop a framework to help schools to develop their own whole-school approach for emotional and mental well-being. This gives the tools to schools to develop an action plan in order to tackle problems, to build on strengths, and then to evaluate the success of their work. The whole-school approach puts a real emphasis on promoting a positive cultural environment in schools, where young people are encouraged to achieve their personal potential, as well as their academic potential.