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Just to be clear, in the area that I come from, the vast majority of children—though not all—would not know a Duke of Edinburgh’s award if it bit them on the backside. How do we deal with those kids? From the experience in my own area and community, they are not likely to engage with these kinds of things.

Oh, those are Jamie’s. Sorry about that, Phil.

Good morning, everyone. I have listened to everything that you have said, and thinking back to what we heard last week, I remember being told that the outcomes for young people at these outdoor education centres is that they become good leaders—indeed, world leaders—and better people, and that they give them a focus on what they want to do in life.

However—and I am trying not to be a grumpy old man here—a lot of young people whom I know, including those in my own family and my own children, gained a lot of that from other things in school, whether from the football or netball team, or other sporting or academic endeavours. What, in your opinion, are the intended outcomes from the residential centres, and how do they feed into what we already currently do? I am struggling to marry all of that up. Matthew Sweeney has said that we are already doing quite a lot of work on this, and that doing something nationally might take away from that. I have to say that I share that concern.

That kind of change gets us back into the financial realm, and there will be quite big outgoings for you. How will that be financed?

If residential outdoor education becomes part of the statutory requirement, and we are doing that across the board so that every child gets an opportunity, how feasible is it to do that and to give that level of focus?

Where do you see that funding coming from? Is that a mishmash or—

Your buildings are as old as me.

Andrew, what I am trying to say is that these things can be experienced by young people and learners in other areas. You might have, say, a sports team going on tour, having to fundraise for that and so on, and there will be an overnight element to that, too. I probably remember those kinds of sporting endeavours and overnight stays with teams more than my time in Ardentinny as a kid. I know that the world has changed quite a lot since I was that age, but surely there is an argument to be made that it is not just this type of outdoor experience or residential stay that makes that difference in young people’s lives. Other people are motivated by other things.

I am glad that you are telling me that it is more than just kayaking, bows and arrows and running about the place, because that was what we heard from two individuals in particular at last week’s evidence-gathering session, which made it sound like practices had not changed since the days that I was there. Unlike Pam Duncan-Glancy, that does not feel to me like that was yesterday.

I think that Nick March said there is a difference between outdoor education and outdoor recreation. I am interested to find out more about that. How do you make that distinction? You have already said that the highest capacity of beds are for recreational purposes. How many young people are getting access to outdoor education, and how do you package that for the individual and the group at the same time? That is quite a lot to respond to.

Freda Fallon, you have been talking at length about what you do when you know that someone is coming to you—you go to the school and work out a programme. Does that happen for every child? That could be quite challenging. It would be like piecing together a jigsaw. You might have children who have an additional support need—or more than one, nowadays—while ensuring that you cater for the whole class or group. How do you manage to do that? How practical is it to do that for just about every pupil who is getting involved?