Well, I think this has been a theme of many of the issues we've raised: that, whatever the initiative, you can't tell whether it's been successful or not unless you evaluate it properly. So, those evaluation skills, I think, are very important. I think that, with the development of the national academy for educational leadership, I would hope that research skills and evaluative skills would be part of the kind of training that headteachers get that maybe in the past they didn't. So, that becomes more of the day-to-day work of schools—that naturally, whenever you do something, you evaluate it afterwards. We've evaluated a lot of the school-to-school work. We've published two or three reports on it, and we've identified what we think is good practice and not-so-good practice.
Okay, Mark? If we move on at this stage—I wonder, before other Members come in, if I could ask about community-focused schools. Quite a lot of what we discussed earlier was around the importance of getting families and the community more involved in education, and one way of doing that, I think, is through community-focused schools that are very much accessible to the community, linked well with outside organisations, having an extended school-day offer. We have the twenty-first century schools programme, but we have a lot of schools existing that haven't been part of that. I just wondered to what extent Estyn might encourage or highlight the need to encourage greater consistency in community-focused schools across Wales, because I think there is a feeling that it is very inconsistent.
Yes, we would very much be happy to support anything like that. We discussed it earlier. We were talking about targeting vulnerable learners earlier this morning. We see that as, particularly, a solution for that long-standing issue we have in Wales in particular. So, yes, we do have good examples of good practice. We mentioned some of them earlier this morning. I've puzzled about this. I think there was a bit of a misunderstanding about the term 'community-focused school'. I think it became thought of as meaning the community just uses the facilities in the evening and, of course, it's a much, much broader concept than that. I think some schools particularly didn't like the community using their facilities in the evening, and that became, I think, possibly part of the reason why community-focused schools didn't become more popular. The way I look at it is, as Claire was explaining earlier about the school offering all kinds of services to people—you know, family learning, those sorts of nurture groups, all those sorts of educationally focused services available from the school, and generally building relationships. They're more to do with the culture than the actual building and the facilities. But, yes, we certainly have seen and identified where that good practice exists.
So, if there might be a mechanism that could have community-focused schools working in the way that you've described right across Wales, would Estyn be in favour of such a mechanism?