Thank you to Heledd Fychan for those questions and the way that she has welcomed those reforms. I appreciate that. Just on her concluding point, qualifications are still going to be important and a core part of the system, to ensure that learners leave school with the very best possible grades and qualifications for them, but that's not the only measurement. There will be wider measurements than that, including in terms of those regarding well-being and health, as the Member herself mentioned.

What is at the heart of this new vision is, if you will, that the pupils themselves will own the assessment and evaluation process; it's for the benefit of the pupil, not for the accountability of the school. So, with regard to the provision of daily teaching and learning, or over a period, or an impact in terms of a cohort, that's the purpose of the assessment and evaluation. Accountability is a separate question.

But the Member asked how this is going to work in terms of the relationship between the school and the other agencies and bodies. So, of course, the governing body is accountable for the performance of the school, and what we'll see under these new guidelines is that the consortia and the standards improvement services will provide a report to the governors in terms of what they agree to do on a school's behalf, and that document will be available, and a summary of that relationship will also be described, in a way that is accessible, in the summary of the school development plan. So, it will be clear what the relationship is between the school and the school improvement service, and the important word there is that it is a service, so it provides a service to the school; that's the function of these bodies. This allows, I think, school leaders—it empowers them, to use the word that the Member herself used—to make decisions that aren't clouded by thinking that this means that they will be in an amber or a green category. So, it gives them the freedom to make the right decisions without that pressure. That's why these changes are so important.

In terms of Estyn's role in all of this, Estyn will have an accountability role. That will be dependent on their inspections of schools and the thematic reviews. The work that they do in that regard is very important too. The new pattern will begin in two years' time, so we have two years of the current system before the pattern of more frequent visits to schools begins. Estyn is still piloting this new way of undertaking its school visits, so there'll be a period over the next year of reviewing that to ensure that it isn't disproportionate, but the support has now been given to Estyn so they have resources to ensure that this is possible.

With regard to the language used, what we're talking about today does not for one second take the emphasis away from the fact that schools are doing their very best on behalf of every pupil. On occasion, schools themselves acknowledge that they don't hit the target in some ways, and we need to have an open discussion about that. So, I don't want to use language that blames or is accusatory, but it's also important that we do use language that is open and encourages and supports schools to seek the support that they need in whatever particular field it might be. Every school will have a different area of emphasis according to their own performance. I think that that's still a very important element of what we're talking about today.