We do value their skills, their dedication and their professionalism. The contribution of teachers to the well-being of our young people and the well-being of our nation is immense. The amazing work they do to shape young lives and make sure that every single young person has the best start in life, the best opportunity to fulfil their potential, is extraordinary. I will take any opportunity to pay tribute to them for the fantastic work that they do.

In relation to the support that we provide for teaching assistants, there have been a number of work streams under way since the statement that I made earlier in the year, and some of those work streams have been led by teaching assistants themselves. For example, in relation to the work under way to look at the standardisation of job roles, which is very varied in different authorities across Wales, the initial stage of that, which is already under way, is being led by teaching assistants looking at job specifications. The next stage then will be working with local government partners.

The advice that we’ve been providing in relation to the deployment of teaching assistants to make sure there is a consistency in approach is also being led by teaching assistants. The professional learning offer that I mentioned earlier, which launches this week, has a specific component for teaching assistants that will enable them to know what their entitlement is, where they can find it, and to give a sense of what the validated resources available to them are. I’ve also written to governing bodies in Wales recommending the appointment of a governor responsible for teaching assistants specifically, to make sure the voice of teaching assistants is heard in the governing body when decisions are being made across the school.

So, in each of those areas, there is significant progress under way. As I mentioned in my answer to Heledd Fychan, there’s obviously more to do, but I was keen to make sure that the approach we take to it is one that has teaching assistants at the heart of that work, in partnership with us.

The Member made some specific points about what more we can do in relation to those in the latter parts of their career or who may wish to work flexibly. I was pleased to see—it was published last week, I think, or perhaps the week before, at this point—comparative research looking at the approach to retention in different nations in the UK, and I recommend it if she's interested. In two particular areas, as it happens, late-stage career and part-time teaching, actually Wales is doing very, very well in terms of retention of people, of practitioners in that part of their career. So, I'm pleased with that. There's obviously more that we can do, but it does show that with effort and with focus, we can make sure that teachers have those opportunities to make sure they can teach in a way that works for them and that we don't lose, as she was saying, the expertise, the insight and the experience that teachers can bring.