Very briefly, the things we talked about earlier was how we measure the performance of schools, particularly at GCSEs, with a narrow focus. As was said earlier, some of these are the same groups—they trip in and then they don't come out. Our belief is, from research, that they concentrate on squeezing the pips to get the grades up in some small areas for a period of time, and you can do that by targeting and immersing them. Estyn can tick the box to say your grades have got better, but we haven't handled the serious underpinning issues—leadership, teaching and learning, and bringing those together. As the Minister said, what does sustainable improvement look like in six, 12, 18 months? It isn't just, as important as they are, getting those exam grades up a bit. They're the fundamental—. And if they're all agreed as the indicators at the outset, we're more likely—. So it's multi-agency; it's not a little activity, it's a major strategy.
Thank you. Hefin David has some questions now on the middle tier.
I'd like to consider the work of the consortia. In 2016, your election manifesto very clearly said that you wanted to abolish regional consortia—three words in it. Why haven't you done it?
Because, given that you're such a keen student of my manifesto, you'll also know that—