Okay. Well, the principles were broadly supported, Suzy. We received what I would describe as positive feedback regarding the emphasis placed on ongoing assessment that is there to support children's learning and progression. Key messages were perhaps to find a better way of expressing the purposes of assessment—we refer to a formative and summative assessment—and just being a bit clearer about what that actually means and being clear about definitions around it. But, generally, supported.
Okay. That's a good concise answer as well.
Yes, well done.
Obviously, we're all aware now of the distinction between assessment of pupils for their own progression and the evaluation of how a school does at certain points in its life cycle as well. Presumably, the way you're looking at this is to keep these items completely separate, and that evaluation and assessment proposals will be—. They're out in a separate document; their results are going to be coming forward in a separate document—is that right? There's a thick black line between these two concepts.