Thank you for your statement, Minister. Although you've aimed to provide some clarity on the issue, which is appreciated, I do still have some concerns that are echoed by parents and practitioners alike. Your statement outlines that data should not be used in isolation to judge performance or compare schools. Traditionally, of course, information on school performance in both Wales and the rest of the UK is used to judge performance and compare schools. Furthermore, comparative data only serves to raise standards of practice and allow schools to work collaboratively on respective areas of strengths and weaknesses. How are you going to ensure that losing that transparent data won't lead to a dropping in standards within the profession? And how is this new national monitoring system going to really help the hugely diverse needs of schools across Wales?

And, Minister, in your statement last week, you said that,

'We will develop further thinking to align with the introduction of new qualifications from 2025 as we develop our new information landscape'.

There is already uncertainty over exams and qualifications, shown through the recurring theme throughout the Estyn report 2021-22. Most settings face serious concerns over the uncertainty surrounding the new qualifications, which will assess the Curriculum for Wales. As such, many year 11s did not progress as expected. To compound this, in all-age schools, those between years 6 and 7 were finding educational transition damaged by this lack of certainty. Hence, the framework is incomplete, alongside the incomplete set of qualifications subsumed within a non-fully-implemented curriculum. So, Minister, just how are schools meant to prepare and adjust, with such question marks still outstanding, and when will they get some certainty?

And finally, Minister, our final concern is the self-evaluation focus of this new framework. When reviewing the Estyn reports of this year, there seems to be a complete disjuncture between the new terminology placed in the approaches of the past. When looking closely at the reports, there are distinct hallmarks of individual differences between inspectors, based on interests, ideologies and ways of expressing their recommendations, which will undoubtedly be reflected in any school or LA self-evaluation. Inspectors required schools to share with them some assessment data as part of the inspection process. However, if each school is assessing its own curriculum, as per the Welsh Government guidance, and each school has its own unique local curriculum, that also means that their assessment data will also be unique. Given that there is no scale or method of comparison, no loose framework to measure improvement, how are schools and LAs able to show inspectors that pupils are making progress in their literacy, numeracy, digital and Welsh skills, for example, without the benefit of that national standard for oracy, writing, digital or Welsh skills? Diolch.