Suzy Davies AM: I'm just thinking again about specific groups of pupils. Obviously, we've had one case in north Wales, in an independent school, where there were serious concerns. What's that done to your desire to monitor and check what's going on in these independent schools? Are they regulated sufficiently?
Jassa Scott: I'll pick up on that as well. Just to explain how we work with independent schools, initially, to give the context. So, there are different kinds of independent schools. So, some have boarding provision, and where they have boarding provision, Care Inspectorate Wales would look at the boarding side of it, we'd look at the educational side of it. There are others where they may have a linked children's home, which can be another room in the same house, or it can be a number of miles away, and similarly there CIW would look at the residential aspects of the care and we'd look at the school. So, I think, there's a focus in the independent school standards regulations, which is a minimum that all schools have to meet to maintain a registration. There is a focus in that on how that school looks after and cares for its pupils, and there are focuses on that element of boarding provision where relevant, and the national minimum standards that the care inspectorate look at that have aspects around supporting well-being as well. What we do find in our inspections is that, overall, we generally find that pupils' well-being develops, they make good progress, and that care, support and guidance that schools give is good. What we mean by that, really, practically, is that they are developing their resilience and their self-esteem. In special schools, this might mean particularly that those pupils learn to manage their anxieties better so that they improve their behaviour, which may be one of the reasons why they're in that specialist setting. In mainstream independent schools, what we find is that people develop their tenacity, their curiosity for learning—their resilience in that way. But there are shortcomings sometimes. For example, there was one school where we found that they weren't making appropriate referrals to child and adolescent mental health services. So, these schools do operate independently by their nature, and their awareness, perhaps, of some of the guidance and support that is out there—sometimes, maybe, there can be more to be done, and I think we've talked to Welsh Government about that.
Suzy Davies AM: What's Estyn's role in that—to bring that level of awareness to those schools?
Jassa Scott: I think we do through our inspection guidance, and the independent school standards do refer to Welsh Government guidance—it's something like 'Keeping learners safe', which is a really key document, which supports safeguarding and caring across schools. That's regularly discussed and talked about and referred to with those schools. So, I think the other area is that sometimes we don't have the intelligence about what—. So, for example, if there's been a safeguarding referral from a school, we don't necessarily always get that information, which means that when we do go to inspect, we may not have the full picture to help us tailor our inspection activity. So, that's something we've raised—
Lynne Neagle AM: [Inaudible.]—be brief and brief in answers.
Suzy Davies AM: Al right, okay. Do you mind if I move on to the next question?
Lynne Neagle AM: We're going to have to skip those, I'm afraid, and talk to the last set of questions, just because of the time pressures. Hefin.