I thank the Member for a wide-ranging set of questions. I hope that she will forgive me if I limit my responses to those that are relevant to the statement. But I think that the question from the Member very neatly exemplified the confusion at the heart of the system that this set of changes is intended to eliminate. At various points in her questions, she spoke about performance, she spoke about Estyn reports and she spoke about the categorisation system as though they were one and the same, and that's precisely the challenge that schools have faced. Because although the policy was introduced in a way that was intended to support schools to improve, in practice what it has meant is a focus on the categorisation at the expense of the underlying support that schools need to seek, because there's a disincentive in the system that is created by the simple designation. I actually agree with her that simplicity is desirable in the interests of transparency, but I think a system that is both simple and effective is what is needed, and I think we need to move away from the current arrangements in order to achieve that.

I think it is important to make sure that parents have a means of easily understanding how their child's school is progressing, and I think, very clearly, having a top-line descriptor is an insufficient indicator for parents of the progress of a school and, most importantly, the support available to their learners. A parent wanting to know how their child's school is performing will be able to look at an accessible summary of the school's development plan, will also be able to look, for example, at qualifications data and the range of information that is on the My School website, which describes, in helpful detail, I think, the kinds of things that the Member was asking about in her question, and I think will provide a richer and accessible source of information for parents to understand how their schools are doing. And that's from a school improvement perspective. They will equally have, for those who wish to seek them out and read them, an Estyn report, which, in very simple terms, describes, from an accountability point of view, how that school is doing much more broadly. So, there'll be a wider range of accessible information available to parents, the community and, indeed, to all of us.

She asked about teacher workload: she will, I know, be aware that these are reforms on which we've been consulting for some time, and therefore teachers are very aware of this set of potential changes. Nothing in the guidance requires schools to take any immediate action. And, indeed, she will also know, I'm sure, that categorisation has in fact been paused in Wales for the last two years, and what this guidance does is confirm the continuation of a situation where categorisation doesn't apply. So, I'm very hopeful that that will be, as it has been, well received by the teaching profession as meeting both the needs of learners without imposing an excessive workload on them.