Yes. There were 60 applicants from 170 previous pioneer schools. We've had 16—four per region. It was important that we engaged with the regions to get their view, and we've had evaluation being carried out—
Yes. So, during the first term of work, we asked them to really look at the curriculum as a whole—so, take the whole curriculum guidance and then think, 'How would I apply that in the school?, Does it make sense?, Can we work with it?, What are the issues?, What are the questions that arise for us for assessment?', and each of the schools produced a report setting out their reflections on, 'If I were putting this into practice—'. So, it's slightly different to the feedback we've had from other people, which has been more, 'Maybe you should emphasise this or change that wording' and kind of quite practical, and really about how you would realise this curriculum in a school. That's been drawn together into an overall report, drawing out the themes, by Wavehill, who are a kind of research company. It's been really useful, and the innovation schools met as part of the workshops last week. Having 16 headteachers in a room talking about how they see this curriculum and the way in which they would practically engage with it has been invaluable, in just making us think, even with all the practitioners that have been involved, 'How do we make this work for schools?', given that we've got schools and headteachers really engaging in the detail of how they would use it practically. So, it's been invaluable, and they're continuing on that work now this term to keep making sure that what we're doing is something that schools can actually realise practically.
If you think of the pioneer model, pioneers were looking at specific aspects of the curriculum. So, you might have been a pioneer school because you had particular strengths in health and well-being, or you might have been a pioneer schools because you were particularly looking at professional learning needs to support the curriculum. This is about, at this stage, where we have a high degree of certainty about what it's going to look like, 'Actually, how do I as a school practically implement this in the round?', and the schools were chosen because of their ability to do that. But also we did need a mix of sector—secondary, primary—but also linguistically, to just try to make sure that this works in all the different types of schools we've got. Faith schools, as well, are involved. So, just trying the practical implementation now, now that we know exactly—not exactly— but we have a good idea what it's actually going to look like, so, 'How am I going to go about doing this?'
Okay. Siân has a supplementary. If I could ask as well, maybe you could provide the committee with a list of the new innovation schools.