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Scott Richardson-Read, your contribution was interesting, especially when you referred to the legislation salad. You also talked about the plan. Am I picking up that you do not think that that can be legislated for? Is it just that you want the bill to be more prescriptive? In the same vein, you talked about what I think is the question of the morning: can you legislate a relationship? Of course, you cannot. What are your thoughts?

That is a realistic approach to what legislation can and cannot do. Should the matter be legislated on?

What will the bill, as it is currently drafted, actually change?

Right—okay. Thank you.

I have two quick questions. Mike Corbett mentioned policy conflicts. I suggest that the area of policy is cluttered; it is often hard to discern exactly how policies work together, and sometimes they do not. Will the bill add to that clutter or facilitate an understanding of policy implementation among practitioners?

That is clear.

Anne-Marie, you said that you felt that the bill would firm up arrangements for transitions out of college. That is interesting. How did you come to that conclusion?

That is the situation now, is it not?

That is a useful point with regard to work practice, and it provides a cultural insight.

I ask Nicole Kane to answer my original question.

I do not want to be guilty of putting words in your mouth or interpreting what you say but, with regard to the learning culture that you talk about and what you said when you were expanding on Dr Joshi’s comments, are you satisfied that the young person is at the centre of the process or are things happening around the individual that the individual is really not connected to?

How critical is it that someone is responsible for organising the transition across agencies and services for that one individual—and their family—who should be at the centre of it all?