Cabinet Minister, I'm sure you'd be fascinated to hear that I had a very interesting start to my day today, because I had the privilege of formally welcoming Logos Hope to Cardiff Bay, the ship that's docked here for three weeks. I would encourage all Members of the Chamber to take a visit, if you get a chance. It's the world's largest floating book fair. Now, I'm not sure how many floating book fairs there are, but this is the biggest one in the world. On that ship, there are around 350 volunteers of 50 different nationalities going around the world supporting children particularly with their literacy and education, and they do an incredible job.
But the reason I mention it now is that, in one of the contributions by the managing director on the ship today, he invoked the spirit of Griffith Jones and pointed out the literacy heritage that we have here in Wales and, of course, his work on the circulating schools in the eighteenth century, and the global reputation. There are over 50 nationalities on this ship and they recognise the heritage we have here in Wales around literacy in particular. It struck me, as I sat there, where we, sadly, find ourselves at the moment. You opened your statement by pointing to the fact that it's not all about PISA, but clearly the OECD are pointing to our downward trend at the moment in particular on reading and maths, and I know it's a wake-up call for you, but, in particular, it's a concern that parents have of children in schools and they recognise that far too many children are leaving school without the strong foundations that they need.
So, I wonder, as my first question to you, after years of promises to raise standards—and parents have heard this before and teachers have heard this before—what confidence can you give to parents and teachers that this plan will finally deliver the improvement that they've been waiting for? And let me point out, Cabinet Minister, the things that I am really supportive of on this here, in particular the focus on the nought-16 approach, I think that's very helpful; literacy and numeracy don't suddenly start when a child walks through the school gates, and we need to understand where children are starting from, track that progress and identify where support is needed before problems become entrenched. That goes back to that point around the parental involvement. I was really pleased to see, in your actual plan, foundation 1, which is the role of parents and carers, and let me encourage you to push as strongly as possible in that area, because we know the huge difference that good parenting and support at home can make to those children in their first few years. I also welcome the proposed year 6 indicator. If a child is struggling with reading and numeracy at the end of primary school, the secondary school needs to know that as best as possible, but good information sharing can make a real difference to that transition and to the support that children receive. So, I wonder if you would outline more clearly how the Welsh Government will ensure that this information actually leads to earlier and better support.
I do have some concerns, as I'm sure you'd expect, and some of those are around how this works in practice. I think colleagues have already mentioned the existing workload that teachers have, and I know you've responded to some of that. They don't want more paperwork, they don't want more bureaucracy, they don't want more sand in the system; they want this to work as smoothly as possible. So, I wonder, in your response to me, if you can give those reassurances that you recognise that again, and that, whilst we're asking schools to set ambitious targets, they'll be given the resources, training and support to be able to achieve this.
I also noticed in the opening of your plan document, Cabinet Minister, that you point out, and I'll quote here, that:
'A sustained period of reform has taken its toll, and literacy and numeracy have been lost in the noise.'
You go on, though, to say that the new plan is deliberate—I can't say the word; my literacy skills need to be improved—
'deliberately iterative and will be subject to ongoing review and evaluation'.
Now, those two things, perhaps, seem to fight each other, and I wonder what assurances you can give to our schools that—. You pointed out that all this reform has taken a lot of energy in the system, but then go on to say that they'll be subject to ongoing review and evaluation. So, I think schools would want to know how are you going to get that tension right. How are you going to ensure that, whilst those reviews are important, actually, they need to be getting on with the job in hand?
I believe time is up, Deputy Presiding Officer, so I look forward to the response, but perhaps I have one moment. We cannot, of course, decouple literacy and numeracy outcomes from some basic expectations in schools. I questioned the First Minister earlier around how we're going to address classroom behaviours, because, for children to gain those literacy and numeracy skills, they need to be in the best place possible in the classroom around behaviours as well. So, I'd appreciate any response on that as well. Diolch yn fawr iawn.