As a former teacher, lecturer and council cabinet member for education and consortia chair, I have immersed myself for many years in the educational challenges that face our practitioners every day, day in, day out, but never in more challenging economic and social circumstances. Teachers, as well as us, face the deepest UK inequality since records began, as our schools tackle poverty on the ground and its impact on attainment every day. And having once taught across most of the primary and secondary schools of Islwyn, I have also so far this year visited a number of schools, including Newbridge and Islwyn high schools and Markham and Bryn primaries, so that I can understand first hand, on the ground, the situation as it is today.

And Minister, though never more challenging, the dedication and enthusiasm of students, teachers, school staff and governors has been manifest and has shone through in the face of that challenge. Our teachers and governors and school leaders do not need, though, to be beaten by politicians and autocrats, but supported, nurtured and enabled by excellence and structural agencies. And today, as well as real challenge, there is a genuine excitement about education in Wales, at the cusp of a new renaissance in outcomes, led not by old and tired models, but rather the very best practice internationally, praised by the Organization for Economic Cooperation and Development internationally, alongside New Zealand, Ireland and Estonia. And it's especially uplifting when we stop and consider that, just three years ago, all schools across Wales were being closed in the brunt of the COVID world pandemic.

Islwyn itself is incredibly proud of excellent Estyn reports that have been recently published for Cefn Fforest Primary School, Markham Primary School and Pontllanfraith Primary School. And I note from the annual report that the impact of the COVID-19 pandemic continued to be felt throughout the academic year. Islwyn teachers and school leaders are to be commended for the utmost agility and innovative thinking that they have shown during truly extraordinary times. So, thank you. Estyn note that there has been a notable increase, however, in demand for well-being and mental health support. This presents a fundamental challenge to schools, local authorities and the Welsh Government as to how this need will be addressed. It probably needs underscoring and revisiting, as it will inevitably be one of the pandemic's most profound legacies. We owe it to our children to meet those needs. I was also, though, encouraged to read that Estyn comment that the provision for pupils with additional learning needs is a strength in the majority of secondary schools. Our secondary schools are now becoming far more adept at responding to the individual needs of the learner before them, whilst creating an inclusive learning community. That is excellent news, and we should celebrate that.

I sincerely hope that Estyn's commentary around leadership, evaluation of teaching, means that Estyn itself will undertake some developmental work on this, as it is suggestive of a fundamental issue that requires universal understanding of the issues and potential ways forward. It is important to know what 'good' looks like. The Welsh Government needs to ensure that there is a clear communication between teachers, learners and school leaders as to what constitutes effective teaching and learning, and this does continue around assessment, initial teacher training, the new curriculum and ALN reform. It is vital that this work is done in a sensitive and progressive manner. We only have to look at the tragic circumstances of a recent Ofsted inspection in Newbury that saw the very tragic death of headteacher Ruth Perry to know that all involved in making judgments must offer accountable and clear communication to those that they sit in judgment upon.

And I wish to state, finally, that teachers are human beings who have offered their lives, their energy and their careers not just to future generations but to Wales and all of our collective futures.