And that would include these particular issues.
Yes, absolutely. The committee probably hasn't had an opportunity to see, but, only this morning, Estyn has released a report on more able and talented, and has positive things to say in the field of more able and talented, which was being asked about earlier by Members—you know, evidence of improved working and support in that particular arena. But, again, we need to ensure a consistency across all the regions, and that the findings of Estyn's most recent reports into regional performance are followed through.
Okay, thank you. As we've got a couple of minutes left, if I can just jump back to the issue of practical uses of the PDG—because it's the only thing we haven't really covered and it would be good to get on the record—can I ask to what extent you'd like to see the PDG used to track the progress of eligible pupils? And the committee's heard that there are several different tracking systems and tools used by schools. To what extent is that an issue to do with what the Welsh Government is promoting? Or is it down to consortia or individual schools? And do you think there needs to be a more centralised push on how the tracking is undertaken?
Firstly, can I say it's absolutely crucial that we track performance, absolutely crucial? That's the bedrock. We don't dictate to individual schools the nature of the system that they should employ in their school. There are a number of different programmes that allow schools to do this, but we are absolutely clear, and best practice and evidence shows us, that individual pupil tracking is key and crucial. And, as I said in the beginning, where we weren't tracking pupils at all, initial investment in PDG was used to establish these systems within schools. Again, one of the outcomes from the schools challenge review, and one of the lessons learnt, was, again, the importance of individual tracking of pupils throughout their school career. But we don't dictate a single system.