I thank you for that and I think that's very much at the heart of the reforms. And Estyn will play a really important role, from an accountability inspection perspective, in evaluating the school's own capacity for self-improvement, if you like, in the way it designs the curriculum, and I think that's a supportive part of the landscape.

I just want to go back, in response to what Jenny Rathbone is saying, to that idea of both support and challenge for each individual learner. It is not about getting learners who may be less able academically up to a baseline; it's consistently supporting and challenging each learner—whatever your potential is, that you're fulfilling that; whatever your interests are, that you have an opportunity to pursue those. And it's a very bespoke way of approaching it, which is, I think, exciting—quite challenging, I think, as well, in a sense, across the system. But I think, in my discussion with teachers, in a way, that's why the curriculum still excites so many teaching professionals, because they can see that that holds the key, in a way, to making sure that that value-added journey for each individual learner is made a reality.