I was pleased to read that, despite the challenges from the pandemic, the report recognises that education and training providers have responded with fortitude and institutions brought closer to their learners and the communities they serve. I'm continually grateful, Llywydd, to everyone working in the education sector for all they have done and continue to do to support our learners. I'm pleased to see that providers across sectors have placed a strong emphasis on supporting well-being. As I've previously said, when learners are happy, supported by a secure, contented teaching workforce, they are more likely to be confident and motivated in their learning. It is not surprising that, due to the pandemic, the report highlights that there has been an increasing demand for well-being and mental health support. We recognise this need. 

We published our whole-school approach to mental health and well-being and increased the budget available to help meet the needs of pupils and the school community. We've also allocated additional funding to local authorities, to health boards and to third sector organisations, recognising the importance of the wider public and third sector working in partnership to provide direct support to schools. In 2022-23, we also allocated additional funding to support mental health and well-being in the further education sector. However, there is of course more that we can do. The pandemic has demonstrated why, more than ever, we need our new Curriculum for Wales. The new curriculum has well-being at the heart of what we want for our learners, giving them the tools to be enterprising, to adapt and respond to an ever-changing world. 

The report’s findings helpfully set out areas of curriculum reform that are working well, and some aspects to focus on. These align closely with our understanding of how this significant change programme is moving forward, and how schools and settings should be supported this year and into the next. I have always been clear, Llywydd, that this roll-out will take time. Indeed, it is only from this September that all schools in Wales will be teaching the new curriculum, and only from 2026 that it will extend to all years in all schools. I fully recognise the variability of progress in developing teaching and learning to align with the curriculum for Wales. This is not new or distinct to curriculum reform, but nevertheless, something that we take very seriously system-wide. Indeed, I raised this issue in my curriculum annual report last July.

I am clear that schools should be receiving bespoke support to help them roll out their curriculum. We have also provided resources to support progression and assessment, have continued to bring practitioners together as part of a national network to ensure that teachers’ voices are core to our reforms, and we have published school improvement guidance to underpin the new curriculum.

Llywydd, the report provides a welcome insight into the steady progress and strong commitment across Wales to ALN reform. This is consistent with the feedback from the national ALN implementation lead and steering group. As part of the ALN transformation programme, we have invested in a comprehensive package of awareness-raising activities to support workforce development. This includes a professional learning offer for all teachers to promote person-centred practice and differentiated learning to close learner gaps and respond to the needs of learners.

Lastly, Llywydd, I want to refer to the findings in the report, that children and young people from deprived backgrounds were disproportionately affected by the pandemic. Low levels of attendance in schools and pupil referral units, and among our most disadvantaged learners, was a key concern highlighted within the annual report. This is a huge concern for me. As you know, above all else, our national mission is to improve standards and aspirations for all by tackling the impact of poverty on attainment. The annual report very helpfully highlights key features of the work of providers who have been effective at tackling the impact of poverty and disadvantage on their learners. We need to learn from these providers and share that across the system. The pupil development grant has had a key part to play in supporting this agenda, and we will build upon existing effective practice by ensuring that we target the funding as effectively as possible. Year on year, we have extended the pupil development grant, with funding for 2023-24 now at around £130 million. In addition, community-focused schools are also at the heart of our agenda to tackle the impact of poverty on attainment. Our ambition is for all schools in Wales to be community-focused schools, responding to the needs of their communities, building a strong partnership with families, and collaborating effectively with other services. We have also been increasing the number of family engagement officers employed by schools to focus on improving pupil attendance.

Llywydd, there are many findings within the annual report. I have picked out just a few to begin our debate. I am grateful, once again, to the chief inspector for producing this report. It is only by capturing and sharing such learning, and tackling the issues and challenges, that we will continue to build the best education system for all learners in Wales.