Yes. I think that if we did what Darren was talking about, getting more schools to share good practice, I think it will expand and more schools will take it on, yes.
Okay. On the sharing of good practice, you put emphasis in the report on this being an improving area and trend for the future as well, but I think you did raise concerns that it wasn't monitored or evaluated sufficiently well, particularly where one school was supporting another. How should that be done better?
Well, I think this has been a theme of many of the issues we've raised: that, whatever the initiative, you can't tell whether it's been successful or not unless you evaluate it properly. So, those evaluation skills, I think, are very important. I think that, with the development of the national academy for educational leadership, I would hope that research skills and evaluative skills would be part of the kind of training that headteachers get that maybe in the past they didn't. So, that becomes more of the day-to-day work of schools—that naturally, whenever you do something, you evaluate it afterwards. We've evaluated a lot of the school-to-school work. We've published two or three reports on it, and we've identified what we think is good practice and not-so-good practice.
Okay, Mark? If we move on at this stage—I wonder, before other Members come in, if I could ask about community-focused schools. Quite a lot of what we discussed earlier was around the importance of getting families and the community more involved in education, and one way of doing that, I think, is through community-focused schools that are very much accessible to the community, linked well with outside organisations, having an extended school-day offer. We have the twenty-first century schools programme, but we have a lot of schools existing that haven't been part of that. I just wondered to what extent Estyn might encourage or highlight the need to encourage greater consistency in community-focused schools across Wales, because I think there is a feeling that it is very inconsistent.