I thank Heledd Fychan for those questions. There is nothing in the statement that I made that suggests that the important issues that she raised in her comments should be ignored. It is, of course, important that we tailor the way that we respond to these challenges according to the circumstances of individual pupils and the situations of the different families, and she gave many examples and there are several other valid examples that describe the complex relationship, perhaps, in various contexts between presence and absence and the different factors that she talked about.

One of the main changes from the guidance in 2013—there hasn't been any change to the guidance itself—is to support schools to be able to provide that more supportive approach, to collaborate with families to do what reflects the circumstances of that specific family. So, the additional investment has been made with the intention of creating more capacity and expertise and ability within our schools to be able to make that response. I just want to be clear: she said in her statement about the fact that we encourage local authorities to do this. That's not what I'm doing today, I'm just saying that there's an opportunity to go back to the guidance that we had pre COVID. It's very important that this happens as part of a range of steps that local authorities and schools can take. And as I said in my response to Laura Anne Jones, we have to support and collaborate, and that is the most constructive way for the majority of people to ensure that their children are present in school.

She makes an important point in terms of the costs of the school day. The Member will know, of course, that we have taken several steps to support those families who have greatest difficulty in affording some of those main cost elements with regard to the school day, and we have also provided further guidance in collaboration with the third sector to ensure that schools do have specific guidance in terms of how to decrease the important risk that she talked about, and that that happens. The experience of knowing that you can't afford, as she said, a costume or to attend school on specific days, that is, of course, a concern to many families. So, it is important that schools do respond to those guidelines.

Just to conclude, every part of the education system, I believe, has a role to play in this, and as she said in her questions, Estyn has an important role to play in ensuring that the relationship with schools is there to understand what the patterns are, to understand what the data are, but also to understand why this happens—that is part of the analysis and the response.