Thank you very much, Presiding Officer. I've agreed to give a minute of my time to Heledd Fychan. I represent a very diverse constituency, with both some of the poorest and some of the richest households in Wales. I've long been intrigued by the way different schools in Cardiff and elsewhere deal with pupils' behavioural difficulties and the efforts, or not, they've put into avoiding excluding pupils.

About 10 years ago, Julie Morgan and I visited the pupil referral unit in Gabalfa, and I vividly recall listening to one girl describe the hot meals with pudding she had enjoyed in primary school. It was clear to me that she had not had a hot meal in the three years since, either in school or at home, and I often wonder what happened to her and how her life might have been different if she'd had better support to thrive in school.

We have long judged schools on the proportion of pupils who achieve five A to Cs at GCSE and higher qualifications that get them into the university or training place of their choice. Attainment is very important. Society needs the next generation to have the ability to save our lives if we get run over on our roads, or to re-engineer our homes, our transport and our food system in response to our climate obligations, or, indeed, to make the wealth we need to meet the needs of future generations. But merely focusing on attainment is a blunt tool for measuring how well schools are educating all their pupils.

Children are not born equal, and some children arrive in reception with several adverse childhood experiences already under their belt, and few words to communicate their feelings, whilst others will already have learnt to write their name and express themselves clearly. The new curriculum provides us with the opportunity—indeed, the requirement—to look at the wider aspects of education, particularly the well-being aspects of children's right to an education. This is particularly pertinent to the Welsh Government's ambition to reduce the poverty attainment gap.

The numbers involved are not that significant. Statistically, Cardiff does better on fixed-term exclusions, with 17 per 1,000 pupils, versus 29 per 1,000 for Wales as a whole. These are figures for the last available period, which is 2019-20, and any subsequent figures are not going to be that useful at the moment, because, obviously, the lockdown will have hugely skewed them in one direction or another.