And, just finally, if that's okay, just to cross-refer the committee to the loneliness and isolation strategy, to which we made extensive representations on this issue. A part of the strategy talks about using our approach to accountability to recognise inclusive schools and reduce incentives to remove pupils from schools. So, that is a commitment in that strategy. It's a really important commitment to make a reality of that, because, actually, what is happening, I think, is that there are incentives that are perverse around this issue.
Could I just come in on that? I think there's an interesting, again, qualitative, quantitative, element to what happens to those children who move into PRU, EOTAS provision in their earlier years in school and those as they reach a later point in their school career. So, I think there's a question, then, about—I was talking earlier about those children who move in in years 7/8, 8/9, et cetera, and how they loop back into the mainstream education system, what happens to them, but then what happens to those who may be reaching the end of their formal education career and move into EOTAS, PRU provision, and what happens to those young people afterwards? I'm sure we'll pick up some of that as we go through.
Okay. Thank you. We've got some questions now from Janet Finch-Saunders around the support for learners who are at risk of becoming EOTAS.
Good morning. To what extent is adequate support provided to pupils who are at risk of becoming EOTAS?