And that includes the independent sector.
Sorry, I should have said that was mainly to do with the maintained sector. The independent sector tends to focus maybe on those children with emotional and behavioural difficulties, so they have the more difficult task to begin with. But because they're independent, they are, to some extent, in competition with one another. So, we have seen improvement in that independent special sector over the cycle. That's partly down to the work we do in Estyn. We visit them on an annual basis to make sure that they're addressing all our recommendations, and continue to meet the needs of those pupils. And also, I think there's been a trend where more of those independent schools now have—. Several of them have the same owner, so they share good practice amongst that little chain of schools. So, that has been a trend we've seen over time as well.
Right. And what about pupil referral units? How are the standards there?
Yes, they're more variable. I think they have a lot of challenges. We've contributed a lot of evidence to the various working groups that have been looking at EOTAS—that's education other than at school. Half the children in EOTAS—educated other than at school—are in PRUs. So, we've done a lot of work about that. ADEW, which is the Association of Directors of Education in Wales, have now set up a national body to share good practice amongst PRUs, so I think that is a very positive step forward, because that sharing, I think, wasn't happening with PRUs. I think what we need to do with PRUs is to get them to be more of a part of the education system as a whole. They tend to be sort of semi-detached a little bit from the system. So, the more we can do to involve them in national events, and also, I think, make their governance more like that of a school so that they become more similar to schools—that makes it easier for them to share practice with schools.