Okay. Michelle, we need to move on at this stage, so we'll move on Julie Morgan.
Yes, thank you very much. I wanted to ask you about looked-after children and adopted children, and how effective the PDG has been for those groups of children. So, to begin with, how well do the schools know that the PDG does exist for looked-after children and adopted children?
I think what we found—we did a review of looked-after children fairly recently, and we found there was some confusion about where the grant was, who had the grant and how it was spent, and what the priorities of regional consortia were, because I think the grant goes to regional consortia now. I think previously it went to local authorities. So, I think schools aren't quite sure about how it's spent and what the priorities are.
I think we've seen a bit of improvement there. Meilyr was right; there was a lack of clarity. Schools weren't always aware of the grant and the possibility of using it to support those learners. But the consortia are now using the grant, and there's some training being offered to schools around emotional behaviour and attachment training. There's some school-to-school work that is now being funded by the grant to share best practice, and there are some individual bursaries to support the work. So, from quite a concern, some action now is appearing to be done.