Thank you. We're going to go on now to Suzy. I'm going to appeal for brief questions and brief answers so that we can cover the rest of the questions.
I'll shorten these questions, okay. We know why you got rid of the old measures. We've got interim measures now. What are they telling you about the success you've had in trying to avoid the bad behaviour? Short answers.
It's impossible. [Laughter.] I think it's inevitable: whatever kind of measures we put in place, people will look to maximise their success in those measures, and I don't think we'll ever come up with a system where those measures are absolutely perfect. What's really important to me is that we're really, really, really challenging schools to look at the performance of all of their children, rather than just at a very, very narrow cohort around those C/D boundaries, which we knew was detrimental, potentially, to more able and talented children and really pushing those Bs to As and those As to A*s, and children for whom actually just getting in to school on a daily basis is an achievement, and the school has done well to provide that. So, our new capped 9 makes sure that there is breadth across a range of subjects, rather than just focusing on a narrower and narrower bunch of subject opportunities for children, and our new third-third-third system enables schools to really look at their performance. So if their capped 9 score is high, what's driving that? Is it because the bottom third of the cohort is doing really well, and the impact on those children is above and beyond what could be expected, but actually, you're not doing very well for your more able and talented; you're not pushing them on? Alternatively, maybe your capped 9 score is because your MAT children are doing incredibly well, but actually, you're not really making the progress for the middle tier of those children. It allows us to have a greater focus on the performance of our FSM children—where they really are within that system. So, it's a much more granular—. And crucially for me, it looks at the impact for every child, because every child has to matter in the system, and what we had before was a narrowing of curriculum choice and a narrowing on a certain cohort of children.
So are the permanent measures likely to be pretty similar to what you've got now? Because the research—I don't know if the research is complete yet. When will you be publishing the new permanent evaluation?