Well, of course, parents will always be interested in how the overall institution is doing. But the conversations I have with parents, and I certainly feel this myself as a parent—I'm interested in how my child is doing, how my child is getting on in school, what are the issues that that child has, and, more importantly, what is the school going to do about it? So, if my child is struggling for whatever reason, what is the school going to do about that to help that child? If my child happens to be exceptionally able and talented, how are you as a school going to make the most of my child's talents and move them on to fulfil their potential? So, undoubtedly, I can't control assumptions that parents will make, but it is absolutely clear in this system, and my intention is, that teachers should share assessment methods and outcomes with parents to have that conversation about what happens next. But I am absolutely clear that we do have to make this distinction between assessment for learning and an accountability in the system, otherwise we drive—inadvertently; people don't set out to do it, but we drive a set of behaviours that has negative unintended outcomes. We only have to look at the debacle around BTEC science to know that.
Okay. I understand that. So, how—? Can you just briefly give us an indication of how you think the accountability, on both sides of that thick black line—the methodology—is likely to change with this? You mentioned that there's going to be an independent review of performance measurements coming shortly; we know that some of the existing ones have been ditched in fairly recent legislation. Without pre-empting the findings of such a review, have you got your top three likely expected changes?
To accountability?
Yes.