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On the point about resources, we heard from care-experienced children and young people that when they move from children’s services to adult services, there is a bit of a drop-off in support; in fact, they feel like there is a cliff edge. What are your organisations doing to improve that transition?

I was worried to hear the other day that, since the Parliament debated a bill on transitions, only £19,000 has been spent on transitions in Scotland. That worries me hugely, given the key role that transitions play in people’s lives, particularly for care-experienced young people.

I am sorry but I have to say that I think that you are. The issue is not so much whether, if there is a particular rate, we do X. The disconnect in what is happening between pupils and teachers and the SQA is ever growing and the gulf of distrust is widening. That is the problem here, and it does not surprise me, unfortunately, that it continues when you cannot accept that that is the case.

You asked me whether I am now asking you to instruct an independent review. My question was whether, when you noticed the change in rate and started to hear that there were concerns, you asked the qualifications body to look into it.

So, how does that square with what you just said?

Thank you. Do Fiona Duncan and Fraser McKinlay wish to respond?

I do not doubt that. I believe that many people across the entire system are trying their very best, but it all still feels a bit like pinning jelly to a wall. It does not feel as though a tangible difference has been made or that the reality for children and young people will improve. I find it hard to put my finger on what I would say if a young person were to ask me what the Government is doing today to improve the experience of children and young people. We can talk about strategies and about unlocking the money that is in the system, but from what I am hearing, I still cannot get what real difference that will that make to children and young people across Scotland.

Are you happy that the SQA used its own staff and spoke to its own teachers, who are markers, to do that, and that it has produced a report that you think does not protect the system as it was?

I understand that. At any point in the review, should you have spoken to people who have not been part of the marking process that you oversee? You said that the review was undertaken internally by the SQA. Would it not have been helpful to speak with people who were not already part of the SQA?

On that point about the meeting, I have heard that there were two meetings about the matter. At the first meeting, it was decided that there would not be a lowering of the grade to take into consideration the difference, but, four days later, it was decided that there would be. What changed in the process in those four days?

That is helpful.

Would the minister accept that more needs to be done for pupils with additional support needs, regardless of whether the bill is passed?