I thank Helen Fychan for her contribution, and I agree with much of what she said. She started by talking about learners' experiences and those who had experienced racism in school, and many will have direct experience of that in schools. And that's our objective: not only ensuring that that doesn't happen directly and that there aren't examples of this in schools, but that there is a broader anti-racism culture in schools that is a core part of school life. So, not only that we don't see these incidents, but that it's accepted as part of the ethos of the school that it is repugnant in terms of our values as a nation, and cannot be accepted within the education system.

She made an important point on the educational continuum, and that school experiences can put people off from going on to further and higher education. So, I'm sure she will welcome what we had to say about understanding the experiences of those in the post-16 sector, so that we can amend policies and frameworks to reflect what we learn from the lived experience of learners.

In terms of general training—that was the focus of today's statement, of course—the point that she makes is important in terms of ensuring that professional training is central to the experience of practitioners and teachers. What we want to see is that, for example, the work that the DARPL project does is an integral part of preparing for the curriculum itself, and because of the way that we'll be teaching the curriculum, questions regarding the experiences of black, Asian and minority ethnic communities will be mainstreamed through the curriculum. It's important that professional training is also part of that, and that teachers don't see that as being separate in some way. What we will need to do in the longer term is to ensure that things happen together, so that that training is sustainable for the long term as part of the new curriculum. 

The Member will be aware that secondary schools had the option of starting this year or next year. As it happens, I was very happy with the numbers that had chosen to move this year, given that secondary schools have a longer journey to travel than primary schools. But, this is something that will evolve from year to year. Every pupil in our primary schools from September will be able to access the further curriculum, and when they get to secondary school that journey will continue. So, their experience of this new way of working and the anti-racist approaches will be part of their experience from the outset, and that's very important.

In terms of training and recruitment, I won't rehearse the comments I made in response to Laura Anne Jones, but the element described in the plan as one that will take slightly longer for us to look at is that element that applies to those who are training whilst in work, rather than the more general initial teacher training. So, it's possible for someone who enters the teaching profession from a black, Asian and minority ethnic background this year to take advantage of that incentive, and also the incentive for teaching a shortage subject, or teaching through the medium of Welsh. So, there are a number of incentives available in order to ensure that there is diversity in all parts of the education workforce.