I wouldn't object to doing a piece of work on that, in case we have missed something, but I suspect it would be the same schools that do well with that cohort that we've identified already for the same reasons, I suspect.
Okay. Michelle.
Thank you. To what extent has the rate of improvement differed between the primary and secondary sectors?
I'm not sure if there's been a difference in the rate of improvement, but certainly I've raised in this annual report, and indeed in previous annual reports, the difference between primary and secondary. We've got 7 in 10—nearly three quarters—of primary schools doing well and about half of secondary schools. So, I did open debate on why that is the case in last year's annual report. There are several reasons, I think. Generally, there is a widening of gaps when you go from primary to secondary, but also it's from foundation phase to key stage 2 to key stage 3 to key stage 4. There's a general widening of the gender gap, for example. There's a widening of the free-school-meals gap and so forth. So, there are particular challenges facing secondary schools that don't exist in primary. I should say that what you get in secondary schools is greater variability. So, there's actually more excellence in secondary schools according to our inspections than in primary, although the overall proportion of good or better schools is higher in primary than in secondary. So, I think it is a challenge to think why this is the case. It's partly because of the challenges of adolescent, young people. That is part of it. I think also, although I've got no evidence for this, it's probably more difficult for that community focus to work in a larger secondary school than a smaller primary school. You go to primary schools, you often see the parents much more engaged than in secondary school. So, I think that's a bit more of a challenge as well. So, there is a whole range of issues. The other one, of course, is the one we were talking about earlier this morning, the pressure on secondary schools to address performance indicators and examinations in particular. Another possible reason is the structure of secondary schools is subject-based, departmental-based, so children will get 10 to 12 different teachers. In primary school, for a whole year, they will have the same teacher. It's easier, therefore, in a primary school for the school to see the child as an individual and recognise their problems and their needs as a whole. So, I think there is a whole range of issues that explains or goes part way to explaining what you've identified.