Yes, and in terms of collaboration. I'm not saying that it's perfect, but it is developing.
Thank you, Siân. Questions now from Dawn Bowden.
Thank you, Chair. It's really around support. It follows on a little bit from what Siân was saying. Can I also just refer back to the point that David was making earlier on about ALN and the extent to which ALN support is available to learners in EOTAS? The information that we've had is that it's difficult enough in mainstream schools, but in an EOTAS setting, it's particularly challenging. So, how can that be improved? What can we do to address that? The reason I'm saying that is there are particular needs of learners in an EOTAS setting—that's why they're there, quite often. So, it's almost more important that that ALN provision follows them through.
If a child has additional needs, of course they should be met, whatever the setting. But I take your point. There's a possibility that—. Again, going back to the previous question, we would know within, say a PRU or any local authority commissioned or delivered tuition—whatever form that took—then those needs definitely should be being met. I can't tell you hand on heart whether they all are or not—I don’t know—but they should be. Once you get out of that very tightly regulated part of the system, then, again, if a child has a particular need, of course that need should be met, but it becomes increasingly difficult. So, I think there possibly is an issue there, but I don't know whether my colleagues have a greater understanding of that. But there certainly may well be an issue there.