Thank you, Minister, for the statement. I think there are two things that parents like to hear about children in school: one is that they are developing to their utmost and are supported in doing that; and, secondly, that they are happy at school. And I very warmly welcome the one emphasis in this change, that we are not just looking at academic progress, but also at well-being and the pupil voice, and that is to be warmly welcomed. And also, if you look at the document—44 pages long, even longer in Welsh—in terms of the well-being of teachers and learners, and I think that's the change that's coming as a result of this, and that's what was missing in what was described as the traffic-light system. Yes, it was simple, but it was easy to misinterpret what that meant in terms of your child, in terms of how they were supported and how happy they were in school. And I know, having spoken to a number of teachers who have taught in some schools that have been categorised as either amber or red, that that wasn't the reality; they weren't failing schools. I think simplicity, yes, is to be welcomed, but there is a real risk too, if it's that blunt, that we miss out on the nuances in terms of the individual schools, and that's where I disagree with Laura Anne Jones on this point.

I also welcome your mention of the role of local authorities in this—that there needs to be agreement in terms of what support should be provided to schools in reaching the milestones. Does this mean that schools will then be empowered? Will there be more requirements for local authorities to be supporting those schools in order to deliver against the expectations? I'm thinking particularly in terms of additional learning needs, for example. We've discussed on a number of occasions the lack of access to ALN support through the medium of Welsh, for example, and this is something that primary schools have raised with me, where there isn't provision at the moment. So, will this empower those schools if they do see that they are failing those children in their care, and they feel that they aren't providing that well-being support and development? So, will there be implications if local authorities don't provide what schools believe is necessary in order for them to reach the milestones set out?

The other question I have is in terms of Estyn. I see that they warmly welcome these changes and look forward to seeing their introduction, but are they willing to implement the national framework at a national level in terms of resources and so on? Because there will be a different format if you're carrying out ad hoc visits. Now, if a school is assessed every seven years, then it's quite consistent. But if there is a need for more support for schools, does that mean that there will be more of a resource demand on Estyn, and how will Estyn be supported in that regard?

I warmly welcome the fact that there's to be an additional INSET day for this. One of the things we hear time and time again is about teacher workload, and I welcome, in your response to Laura Anne Jones, that you emphasise too that this will be a process. And I am aware that some teachers do self-evaluate already; it's something that can work well with governors too. But in terms of looking at some of the language, one of the things that has been a cause of concern is this idea of failure. You mentioned 'failures addressed' and so on. Aren't we trying to move away from this idea of failure or success, and trying to ensure—? Unless they are in special measures, of course, isn't the main thing that we support every school to deliver to the best of their ability? I return to that fundamental point: where will the obligations fall if it's not the school's fault that they can't deliver, because the resources aren't available? I think there is a potential for a far more open dialogue in terms of some of the challenges in certain areas as to why pupils don't get the support that they need.

But, mainly, I would emphasise that this is to be welcomed, but we must ensure that this doesn't place additional pressures on teachers, but should be seen as being positive, as you've presented it to us, which, hopefully, will put place an emphasis on the happiness and well-being of children in schools, and that they are supported to deliver to the best of their ability, not just supported to deliver those high grades; perhaps that grade isn't best for the child, in terms of, if they can't get to the A*, and the D is their best possible achievement, they are happy and have been supported to achieve that. Thank you.