Thank you, Minister, for your statement today, expanding on the written statement published last week. I clearly welcome the emphasis on how we are focusing on those learners who are in poverty, and we do know that poverty affects attainment. We don't need to rehearse that—we're already aware of it. But, given the cost-of-living crisis specifically, we are seeing more and more learners being impacted in that way.

You will be aware from your own visits to schools that schools are extremely concerned about pupils not being able to get to school because of travel costs—that's something that's been shared with us—the fact that some families can't afford electricity and food, and so on. There are also the interventions that schools have to make in terms of the problems that we have in terms of the CAMHS system and that perhaps they are using some of their funds to provide that practical support in schools at the moment. And I do think that assessing the well-being of our learners and the environment is just as important as all of the other things that we need to measure and assess. But, one of the things I would like to ask is: what will be the link between this system and the interventions that you as a Government will make in terms of tackling poverty and so on, as we do know that that does have an impact on attainment? And do you think that this will provide greater flexibility, because if you take a sampling approach rather than going through a more bureaucratic system, does that then mean that you will be able to be more agile as a Government as you respond to the cost-of-living crisis, as it affects more and more students? I'd be interested to know about that. 

And also, one of the things that we do hear very often from teachers, of course, is the workload issue. How do you see these changes affecting things for the better, perhaps, in terms of that issue, because clearly, with self-assessment and so on, that can be positive for schools because it's always a system where, if many people want to come in and there is that kind of scrutiny, then the workload is huge? So, do you see this as reducing teachers' workload or adding to it, and what additional training will be provided for those teachers and what support will be in place?

And finally, if I may, I would be interested as you further develop this system, to have more information. But in terms of the interventions and support that I mentioned earlier, in terms of the outcomes for every learner, how will we learn, if this is a sampling approach, about the good practice developing in schools, because often, those schools may not be selected and they may be doing excellent work in this area? So, how will we continue to ensure that we learn from the best? There are all sorts of good examples. I was on a visit to Ysgol Nantgwyn in my region recently, and if you haven't had an opportunity I would really encourage you to go, because they know every single child in that school and their families and can provide the support and interventions necessary. But, they're greatly concerned because of their financial position, as they've spent every penny they had in supporting their learners during the pandemic and continue to do that. So, they're not one of these lucky schools that have large reserves, but certainly, there is good practice in terms of the support provided. So, how can we ensure that we continue to learn from the excellent work happening if we are taking a sampling approach?