I'll start, if that's okay. I think one of the things we're experiencing across the system in Wales is more examples of very challenging behaviour. I think the prevalence of ASD—autism spectrum disorder—and trying to get the learners the right provision is sometimes a challenge. Obviously, I can speak more about my own local authority in Swansea: the numbers have increased about fourfold over the last five, six years, so what's presenting as difficult behaviour can also sometimes be additional learning needs as well, and the system's struggling a little bit to catch up to have enough capacity to do that, so that is placing pressure on schools and then, in turn, pressure on the EOTAS, including our pupil referral units, because, obviously, we just probably haven't got enough capacity at the moment in the system.
Okay. Anybody got anything to add to that, or—?
No, I think that's what we're seeing in Torfaen as well. I'd second that.
Okay. So, to what extent, then, do local authorities have clear strategies for support and reintegration, and a continuum of provision to meet the needs of learners who are either at risk of exclusion, or disengagement?