Because you are moving to a more sophisticated approach in terms of identifying problems sooner, and so can offer the support earlier, is it time to think about moving away from the system of categorisation entirely? That is, has the categorisation system reached the end of its usefulness, and is the multi-agency approach, this more sophisticated approach, a better way, ultimately, of being able to assist schools in moving forward?
I think, Siân, as I said earlier, the categorisation system has evolved over time, and my expectation is that it will continue to evolve, because it has to be consistent with our overall approach to school improvement and raising standards. I expect OECD will have feedback for us on this important part of our system, and we'll wait to see exactly what they say about it, but as I said in answer to Huw Irranca-Davies earlier, I haven't got a closed mind; we've demonstrated over the last four years our willingness to change the system to make it a smarter system, and we will continue to keep that under review, as we move forward. If I could just go back briefly, it doesn't sound like a very exciting thing, does it, when we say we've been doing work with the WLGA, with cabinet members, but also scrutiny, because that's a really important part of the jigsaw as well, is actually local government scrutiny of the performance of your education portfolio holder and the leadership of your council. So this is about trying to up the ante on all sides, so that those issues around 'What are you doing in your local authority to use the powers that you have?' You know, sometimes, making sure that everybody in that authority—those in power and those who are there to hold those in power to account—have the necessary skills, knowledge and understanding to do that appropriately.
Okay, thank you. Huw, briefly.
Yes, briefly. I only have one final question. We've talked a lot about early identification; getting in there and then managing the improvement, this triage approach there, and then getting some grip of it, as well, in doing all of that. But my question now is on what we currently have. I won't touch on the primary schools, but let's just look at secondary schools—11 per cent of secondary schools inspected in the last two academic years judged as unsatisfactory, needing urgent improvement. There will always be secondary schools and primary schools that hit moments of crisis for one reason or another, but 11 per cent to me, and to any layperson, would seem unreasonably high. Are you—? It would be daft to ask you if you're content. What is a level that you would be content with of having schools in red category in Wales?