So, if we looked at permanent exclusions, there isn't a differential, but if we look at temporary exclusions, there we see there is a disproportionate number of children on free school meals that are subject to those exclusions. Again, I think what schools employing best practice understand is that you need a multi-agency approach to supporting that particular child. Some of those exclusions can be as a result of the need to address other issues going on in a child's life. So, this is where we come back to the committee's work, for instance, on mental health and support for children, support for behaviour in school. So, again, it's a multi-agency approach that I think we need, and, in our good schools, our really, really good schools, there's a recognition of that need to have a whole team around a child to support that child in education. With EOTAS, we made some changes last year regarding PDG for EOTAS. So, for those children who do find themselves in education other than at school, we are providing additional support that previously was not available.
Thank you.
Okay. We're going to move on now to talk about the impact of PDG on attainment. Hefin David has got some questions.
It appears that the attainment gap at 2017 has actually widened, in spite of PDG levels. Is that correct?