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Cyfarfu’r Cynulliad am 13:30 gyda’r Llywydd (Elin Jones) yn y Gadair.
The Assembly met at 13:30 with the Llywydd (Elin Jones) in the Chair.
 
13:30
Y Llywydd / The LlywyddBywgraffiadBiography
Galw Aelodau i drefn.
I call Members to order.
 
1. Cwestiynau i Ysgrifennydd y Cabinet dros Addysg
1. Questions to the Cabinet Secretary for Education
Mae [R] yn dynodi bod yr Aelod wedi datgan buddiant. Mae [W] yn dynodi bod y cwestiwn wedi’i gyflwyno yn Gymraeg.
[R] signifies the Member has declared an interest. [W] signifies that the question was tabled in Welsh.
 
13:30
Y Llywydd / The LlywyddBywgraffiadBiography
Yr eitem gyntaf ar ein hagenda ni y prynhawn yma yw’r cwestiynau i’r Ysgrifennydd Cabinet dros Addysg. A’r cwestiwn cyntaf, Jeremy Miles.
The first item on our agenda this afternoon is questions to the Cabinet Secretary for Education. And the first question, Jeremy Miles.
 
Addysg ar gyfer Cydweithredu
Education for Co-operation
 
13:30
1. Pa gamau y mae Ysgrifennydd y Cabinet yn eu cymryd i weithredu argymhellion Comisiwn Cwmnïau Cydweithredol a Chydfuddiannol Cymru yn ymwneud ag ‘Addysg ar gyfer Cydweithredu’? OAQ(5)0132(EDU)
1. What steps are being taken by the Cabinet Secretary to implement the recommendations of the Welsh Co-operative and Mutuals Commission relating to ‘Education for Co-operation’? OAQ(5)0132(EDU)
 
13:30
Kirsty WilliamsBywgraffiadBiographyYsgrifennydd y Cabinet dros Addysg / The Cabinet Secretary for Education
Thank you, Jeremy. Our national mission of education reform is building an inclusive and equitable education system that supports every learner. We are continuing to strengthen our approach to policy co-construction across the three-tier model, and will work closely with our partners to develop our new curriculum and our new professional teaching standards.
Diolch, Jeremy. Ein cenhadaeth genedlaethol ar gyfer diwygio addysg yw adeiladu system addysg gynhwysol a theg sy’n cefnogi pob dysgwr. Rydym yn parhau i gryfhau ein dull o gydadeiladu polisi ar draws y model tair haen, a byddwn yn gweithio’n agos gyda’n partneriaid i ddatblygu ein cwricwlwm newydd a’n safonau addysgu proffesiynol newydd.
 
13:30
I thank the Cabinet Secretary for that reply. In its update to its report, the commission recognised there were ongoing discussions between the Welsh Government and the Co-operative College, in relation to co-operative education in schools, and described a model that was preserving the maintained status of schools also encouraged the spread of co-operative ethos and principles within the curriculum and in the life of the school. And I wonder whether the Government will be taking proactive steps to encourage that development, having regard to the Bevan Foundation report of a few years ago, which set out some very practical steps, encouraging schools to go along that journey.
Diolch i Ysgrifennydd y Cabinet am yr ateb hwnnw. Yn ei ddiweddariad i’w adroddiad, cydnabu’r comisiwn fod trafodaethau ar y gweill rhwng Llywodraeth Cymru a’r Coleg Cydweithredol mewn perthynas ag addysg gydweithredol mewn ysgolion, a dywedodd fod model a oedd yn diogelu statws ysgolion a gynhelir hefyd yn annog lledaenu ethos ac egwyddorion cydweithredol o fewn y cwricwlwm ac ym mywyd yr ysgol. Ac rwy’n meddwl tybed a fydd y Llywodraeth yn cymryd camau rhagweithiol i annog y datblygiad hwnnw, gan ystyried adroddiad Sefydliad Bevan ychydig flynyddoedd yn ôl, a nododd rai camau ymarferol iawn, gan annog ysgolion i fynd ar hyd y daith honno.
 
13:31
Kirsty WilliamsBywgraffiadBiography
Thank you, Jeremy. As part of their rapid policy review, the Organisation for Economic Co-operation and Development identified our comprehensive schools system, which emphasises equity and inclusion as one of the strengths of Welsh education. We are making considerable gains towards a self-improving system in Wales. And we must build on these foundations and continue to develop those approaches, which are based on co-operation, across all schools, learning from each other good practice, as well as incorporating issues around co-operation within the curriculum itself.
Diolch, Jeremy. Fel rhan o’u hadolygiad cyflym o’r polisi, nododd y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd ein system ysgolion cyfun, sy’n pwysleisio tegwch a chynhwysiant fel un o gryfderau addysg yng Nghymru. Rydym yn gwneud cynnydd sylweddol tuag at system hunanwella yng Nghymru. Ac mae’n rhaid i ni adeiladu ar y sylfeini hyn a pharhau i ddatblygu’r dulliau hynny, sy’n seiliedig ar gydweithio, ar draws yr holl ysgolion, gan ddysgu arferion da oddi wrth ei gilydd, yn ogystal ag ymgorffori materion yn ymwneud â chydweithredu o fewn y cwricwlwm ei hun.
 
13:31
Cabinet Secretary, on a slightly different tack, but still in the mainstream of this question, encouraging enterprise in schools, amongst the pupils, in particular, I think is a marvellous thing to do. I’ve many times previously called for social enterprises to be encouraged—I think each secondary school ought to have at least one—and why not use the model of co-operatives? What better way of organising that sort of enterprise?
Ysgrifennydd y Cabinet, ar drywydd ychydig yn wahanol, ond yn dal yn ganolog i’r cwestiwn hwn, rwy’n credu bod annog menter mewn ysgolion, ymysg y disgyblion yn arbennig, yn beth gwych i’w wneud. Rwyf wedi galw sawl gwaith am annog mentrau cymdeithasol—credaf y dylai pob ysgol uwchradd gael o leiaf un—a pham ddim defnyddio’r model cydweithredol? Pa ffordd well o drefnu’r math hwnnw o fenter?
 
13:32
Kirsty WilliamsBywgraffiadBiography
Thank you, David. The revised Welsh baccalaureate highlights the importance of developing the essential skills and presents opportunities for the co-operative and mutual sector to engage, through the enterprise and employability challenges, and the community challenges. Organisations are therefore being encouraged to develop or become involved in the delivery of those challenges, within individual schools, and, obviously, entrepreneurship forms one of those challenges. I am continually looking at ways in which we can encourage those types of skills to be embedded within the curriculum, because they’re really important skills for our children to learn and utilise in the world of work.
Diolch, David. Mae’r Fagloriaeth Gymreig ddiwygiedig yn amlygu pwysigrwydd datblygu’r sgiliau hanfodol ac yn cynnig cyfleoedd i’r sector cydweithredol a chydfuddiannol gymryd rhan, drwy’r heriau menter a chyflogadwyedd, a’r heriau cymunedol. Mae sefydliadau, felly, yn cael eu hannog i ddatblygu neu ddod yn rhan o’r broses o gyflwyno’r heriau hynny, o fewn ysgolion unigol, ac yn amlwg, mae entrepreneuriaeth yn un o’r heriau hynny. Rwy’n barhaol yn edrych am ffyrdd y gallwn annog ymgorffori’r mathau hynny o sgiliau yn y cwricwlwm, am eu bod yn sgiliau pwysig iawn i’n plant eu dysgu a’u defnyddio ym myd gwaith.
 
Cyfleoedd Profiad Gwaith
Work Experience Opportunities
 
13:33
Rhun ap IorwerthBywgraffiadBiography
2. A wnaiff Ysgrifennydd y Cabinet ddatganiad am gyfleoedd profiad gwaith i ddisgyblion? OAQ(5)0131(EDU)[W]
2. Will the Cabinet Secretary make a statement on work experience opportunities for pupils? OAQ(5)0131(EDU)[W]
 
13:33
Kirsty WilliamsBywgraffiadBiography
Diolch yn fawr, Rhun. Well-planned, structured work experience placements can provide young people with a valuable insight into the world of work. Schools and local authorities are responsible for providing pupils with work-focused experiences as part of the delivery of the careers and the world of work curriculum framework.
Diolch yn fawr, Rhun. Gall lleoliadau profiad gwaith strwythuredig, wedi’u cynllunio’n dda roi cipolwg gwerthfawr i bobl ifanc ar fyd gwaith. Mae ysgolion ac awdurdodau lleol yn gyfrifol am ddarparu profiadau sy’n canolbwyntio ar waith i ddisgyblion fel rhan o’r gwaith o gyflawni’r fframwaith cwricwlwm gyrfaoedd a’r byd gwaith.
 
13:33
Rhun ap IorwerthBywgraffiadBiography
Diolch. Mae hwn yn fater godais i efo’r Prif Weinidog mewn cwestiwn atodol ddoe. Mae sawl cyngor, fel rydych chi’n gwybod, wedi cymryd y penderfyniad i ganslo cyfleon profiad gwaith i ddisgyblion blwyddyn 10 a 12, yn cynnwys Ynys Môn. Ac rwyf i eto yn datgan diddordeb fel tad i ddau o blant—un ym mlwyddyn 10 ac un ym mlwyddyn 12. Mae rhieni a disgyblion wedi datgan siom fawr efo hyn, yn enwedig o ystyried y gwaith sydd wedi mynd i mewn i gael lle efo cyflogwyr a’r gystadleuaeth frwd am lefydd mewn rhai achosion.
Thank you. This is an issue I raised with the First Minister in a supplementary question yesterday. A number of councils, as you know, have taken the decision to cancel the work-experience placement for year 10 and 12 pupils, including Anglesey. And, again, I declare an interest as the parent of two children—one in year 10 and the other in year 12. Parents and pupils have expressed huge disappointment with this, particularly given the work that’s gone in to getting a placement with an employer and the keen competition for placements in some cases.
 
Nawr, mi oedd asesiadau o addasrwydd cyflogwyr i gynnig profiad gwaith yn arfer cael ei wneud gan Gyrfa Cymru. Rydych chi wedi cadarnhau mewn llythyr ataf fi bod hyn wedi ei dynnu o gylch gorchwyl Gyrfa Cymru yn sgil tynhau ar gyllid. A ydych chi’n derbyn, felly, bod yna gysylltiad uniongyrchol rhwng penderfyniadau’r Llywodraeth ddiwethaf ar dorri cyllid a’r ffaith bod profiad gwaith yn cael ei ganslo rŵan?
Assessments of the appropriateness of employers used to be done by Careers Wales. You’ve confirmed in a letter to me that this has been removed from the remit of Careers Wales as a result of tightening financial positions. Do you accept, therefore, that there is a direct result between the decisions taken by the last Government, in terms of cutting budgets, and the fact that work experience is now being cancelled?
 
Ond mae yna ddryswch yn fan hyn hefyd. Yn eich llythyr ataf fi, mi rydych chi’n dweud nad oes unrhyw reoliadau iechyd a diogelwch yn ei gwneud yn ofynnol i ysgolion neu awdurdodau lleol gynnal asesiadau o weithleoedd ar gyfer lleoliadau profiad gwaith. Ond mae Cyngor Sir Ynys Môn, wedyn, yn fy nghyfeirio i at ddogfennaeth gan yr Awdurdod Gweithredol Iechyd a Diogelwch, sy’n nodi bod angen i ysgolion fod yn sicr bod cyflogwyr wedi gwneud y gwiriadau cywir. Pwy sy’n dweud y gwir—chi ynteu y gweithgor iechyd a diogelwch? Ac, os mai chi sy’n dweud y gwir, pa gefnogaeth rydych chi wedi ei chynnig i awdurdodau lleol i roi sicrwydd iddyn nhw bod modd parhau â threfniadau profiad gwaith hollbwysig?
But there is a confusion here too. In your letter to me, you state that there are no health and safety regulations that make it a requirement for schools or local authorities to carry out assessments of workplaces for work-experience placements. But the Isle of Anglesey County Council refers me to documentation from the Health and Safety Executive that notes that schools do need to be assured that employers have carried out the appropriate checks. So, who is telling the truth here—you or the Health and Safety Executive? And, if it is you, then, what support have you offered to local authorities to give them the assurance that they can continue with work experience arrangements, which are crucially important?
 
13:35
Kirsty WilliamsBywgraffiadBiography
Thank you, Rhun. First of all, I welcome the fact that we both recognise that work placements and work experience have a valuable role to play. I hope you will be pleased to note that I have identified some resource, some £2.4 million over the next four years, to support stronger work between schools and employers, and I will make an announcement shortly on how that is to be spent. I understand that schools have faced challenges following the removal of the work experience database and the health and safety checking of employers’ premises, which used to be undertaken by Careers Wales. But it is a source of regret to me that Ynys Môn and Gwynedd have decided to stop this altogether, and that is in stark contrast to some excellent practice that has gone on in other local authorities and in other schools to maintain this provision. And I declare an interest as a mother of a year 10 pupil myself, and my daughter and her cohort will be going on work placements later on in July, which have been carefully handled by the school.
Diolch, Rhun. Yn gyntaf oll, rwy’n croesawu’r ffaith fod y ddau ohonom yn cydnabod bod gan leoliadau gwaith a phrofiad gwaith rôl werthfawr i’w chwarae. Rwy’n gobeithio y byddwch yn falch o nodi fy mod wedi clustnodi rhai adnoddau, tua £2.4 miliwn dros y pedair blynedd nesaf, i gefnogi gwaith cryfach rhwng ysgolion a chyflogwyr, a byddaf yn gwneud cyhoeddiad cyn bo hir ynglŷn â sut y caiff ei wario. Deallaf fod ysgolion wedi wynebu heriau yn sgil dileu’r gronfa ddata profiad gwaith a gwirio iechyd a diogelwch safleoedd cyflogwyr, a arferai gael eu gwneud gan Gyrfa Cymru. Ond mae’n destun gofid i mi fod Ynys Môn a Gwynedd wedi penderfynu rhoi terfyn ar hyn yn gyfan gwbl, ac mae hynny’n dra gwahanol i waith ardderchog a welwyd mewn awdurdodau lleol eraill ac mewn ysgolion eraill i gynnal y ddarpariaeth hon. Ac rwy’n datgan buddiant fel mam i ddisgybl blwyddyn 10 fy hun, a bydd fy merch a’i chohort yn mynd ar leoliadau gwaith sydd wedi’u trefnu’n ofalus gan yr ysgol, yn nes ymlaen ym mis Gorffennaf.
 
I would commend the approach taken by Carmarthenshire council for instance, who have stepped up to the plate and have done tremendous work in creating a database for work placements, which will enable children in Carmarthenshire and Pembrokeshire and beyond to avail themselves of this opportunity. And what is frustrating to me is that, in a small nation such as ours, good work that is being carried out in some local authorities, such as Carmarthenshire, cannot be spread more easily to other parts of Wales. And I will be asking the regional consortia to redouble their efforts to ensure that where individual local authority schools have been able to overcome these challenges, and implement a system that allows children to take part in these schemes, that we’re able to spread that good practice to other areas of Wales so that all children can participate.
Byddwn yn cymeradwyo’r dull a ddefnyddir gan gyngor Sir Gaerfyrddin, er enghraifft, sydd wedi ymateb i’r her ac wedi gwneud gwaith aruthrol yn creu cronfa ddata ar gyfer lleoliadau gwaith, a fydd yn galluogi plant yn Sir Gaerfyrddin a Sir Benfro a thu hwnt i fanteisio ar y cyfle hwn. Yr hyn sy’n rhwystredig i mi, mewn cenedl mor fach â’n hun ni, yw na ellir lledaenu gwaith da sy’n cael ei wneud mewn rhai awdurdodau lleol, fel Sir Gaerfyrddin, yn haws i rannau eraill o Gymru. A byddaf yn gofyn i’r consortia rhanbarthol ddyblu eu hymdrechion i sicrhau, lle mae ysgolion awdurdodau lleol unigol wedi gallu goresgyn yr heriau hyn a gweithredu system sy’n galluogi plant i gymryd rhan yn y cynlluniau hyn, ein bod yn gallu lledaenu’r arferion da hyn i ardaloedd eraill yng Nghymru fel y gall pob plentyn gymryd rhan.
 
13:37
Hannah BlythynBywgraffiadBiography
I think we all recognise that access to work experience is incredibly important for young people, and not just any work experience, but decent, valuable experience that is not reliant on perhaps what’s easiest or who you know. Thinking back to my own work experience, I actually went to the ‘Flintshire Chronicle’, where you can find an article by Hannah Blythyn, aged 15, headlined, ‘Don’t criticise what you don’t understand: Having a Go at Politicians’. [Laughter.] That article was actually looking at how young people are stereotyped and need to be listened to, and I am now in a position to do something about it. At a recent event with students at Coleg Cambria in Northop, we talked about access to work, and work experience and things were discussed. And one of the things that they came up with was, alongside your traditional work experience, to look for things that have more taster-type sessions, where people can go into workplaces and experience the different options out there, post 16, to help them influence their decisions for their further education, apprenticeships and training. Does the Cabinet Secretary agree with me that that would be a good idea, with the young people’s idea, to do that, and what steps can be taken to make that happen?
Rwy’n credu ein bod i gyd yn cydnabod bod mynediad at brofiad gwaith yn hynod o bwysig i bobl ifanc, ac nid unrhyw brofiad gwaith, ond profiad gwerth chweil a gwerthfawr, nad yw’n dibynnu ar beth sydd hawsaf neu bwy rydych yn ei adnabod o bosibl. Wrth gofio fy mhrofiad gwaith fy hun, euthum i’r ‘Flintshire Chronicle’, lle y gallwch ddod o hyd i erthygl gan Hannah Blythyn, 15 oed, gyda’r pennawd, ‘Don’t criticise what you don’t understand: Having a Go at Politicians’. [Chwerthin.] Roedd yr erthygl honno’n edrych mewn gwirionedd ar sut y mae pobl ifanc yn cael eu stereoteipio a bod angen gwrando arnynt, ac rwyf bellach mewn sefyllfa i wneud rhywbeth am hynny. Mewn digwyddiad diweddar gyda myfyrwyr yng Ngholeg Cambria yn Llaneurgain, buom yn siarad am fynediad at waith, a phrofiad gwaith a thrafodwyd pethau. Ac un o’r pethau a grybwyllwyd ganddynt, ochr yn ochr â’ch profiad gwaith traddodiadol, oedd edrych am bethau sydd â mwy o sesiynau blasu, lle y gall pobl fynd i weithleoedd a phrofi’r opsiynau gwahanol sydd ar gael, yn 16 oed a hŷn, i helpu i ddylanwadu ar eu penderfyniadau ynglŷn â’u haddysg bellach, prentisiaethau a hyfforddiant. A yw Ysgrifennydd y Cabinet yn cytuno â mi y byddai hynny’n syniad da, gyda syniad y bobl ifanc, i wneud hynny, a pha gamau y gellir eu cymryd er mwyn gwneud i hynny ddigwydd?
 
13:38
Kirsty WilliamsBywgraffiadBiography
I think what’s absolutely crucial is that we take into consideration what young people themselves will find useful. And I’m sure all of us will be aware of situations where people have found themselves perhaps doing the photocopying for a week, and that isn’t necessarily the most useful or stimulating or inspiring kind of placement. So, we do have to focus on the quality of those placements, and we have to listen to young people about what they find will be most useful for them, and that might indeed be shorter, taster sessions, that avail them of a variety of opportunities to look at a variety of careers. And we do often need to do that earlier on in a pupil’s life, because, sometimes, the choices that they’re making at GCSE level could be potentially cutting short, or cutting off, future careers options.
Rwy’n credu mai’r hyn sy’n hollbwysig yw ein bod yn ystyried beth fydd pobl ifanc eu hunain yn ei weld yn ddefnyddiol. Rwy’n siŵr y bydd pob un ohonom yn ymwybodol o sefyllfaoedd lle mae pobl efallai wedi bod yn gwneud y gwaith llungopïo am wythnos, ac nid dyna’r math mwyaf defnyddiol neu ysgogol neu ysbrydoledig o leoliad o reidrwydd. Felly, rhaid i ni ganolbwyntio ar ansawdd y lleoliadau hynny, ac mae’n rhaid i ni wrando ar bobl ifanc ynglŷn â’r hyn y maent yn ei ystyried yn fwyaf defnyddiol iddynt hwy, ac efallai’n wir mai sesiynau blasu byrrach fydd hynny, i gynnig amrywiaeth o gyfleoedd iddynt edrych ar amrywiaeth o yrfaoedd. Ac yn aml mae angen i ni wneud hynny’n gynharach ym mywyd disgybl, oherwydd weithiau, mae’n bosibl y gall y dewisiadau y maent yn eu gwneud ar lefel TGAU leihau, neu gau’r drws yn llwyr ar opsiynau gyrfaoedd yn y dyfodol.
 
I would like to commend the work, for instance, of Powys County Council, who earlier this year organised a county-wide careers fair that brought together employment from across the county, both in the public and the private sector, to show young people the wide variety of careers that are available in the county of Powys, and to talk to them about how they can make educational choices that will allow them to take advantage of that. And it’s those kinds of innovative schemes that are being put on by some local authorities that should be applauded, and, again, we need to make sure that that is replicated as good practice across the nation.
Hoffwn ganmol gwaith Cyngor Sir Powys, er enghraifft, a drefnodd ffair yrfaoedd yn gynharach eleni ar draws y sir, i ddod â sefydliadau cyflogaeth o bob rhan o’r sir at ei gilydd, yn y sector cyhoeddus a’r sector preifat, i ddangos i bobl ifanc yr amrywiaeth eang o yrfaoedd sydd ar gael yn sir Powys, ac i siarad â hwy ynglŷn â sut y gallant wneud dewisiadau addysgol a fydd yn eu galluogi i fanteisio ar hynny. A dylid cymeradwyo’r mathau hynny o gynlluniau arloesol sy’n cael eu rhoi ar waith gan rai awdurdodau lleol, ac unwaith eto, mae angen i ni wneud yn siŵr fod hynny’n cael ei ailadrodd fel arfer da ar draws y wlad.
 
Cwestiynau Heb Rybudd gan Lefarwyr y Pleidiau
Questions Without Notice from Party Spokespeople
 
13:39
Y Llywydd / The LlywyddBywgraffiadBiography
Cwestiynau nawr gan lefarwyr y pleidiau. Llefarydd Plaid Cymru, Llyr Gruffydd.
Questions now from the party spokespeople. The Plaid Cymru spokesperson, Llyr Gruffydd.
 
13:39
Diolch, Llywydd. I’m sure, Cabinet Secretary, that you’ll have seen the figures from NUT Cymru published this week, showing that, in the four years since 2012, 0.25 million teaching days were lost to stress-related illness in Wales. You’ll also be aware, I’m sure, that college lecturers in Wales are striking tomorrow, with their union warning that a heavy workload is ruining their lives and pushing them to the brink. And, of course, we’ve well trailed in this Chamber the Education Workforce Council’s recent workforce survey, which showed that a third of schoolteachers and a quarter of FE lecturers tell us that they intend to leave their respected professions in the next three years. Now, when you agreed your 10 education priorities with the First Minister on entering Government, shouldn’t you at the very least have included an eleventh, which is the well-being of the workforce, because, without that, you’re not going to achieve any of the 10?
Diolch, Llywydd. Ysgrifennydd y Cabinet, rwy’n siŵr eich bod wedi gweld y ffigurau gan NUT Cymru a gyhoeddwyd yr wythnos hon, sy’n dangos bod 0.25 miliwn o ddiwrnodau addysgu yn y pedair blynedd ers 2012 wedi’u colli o ganlyniad i salwch sy’n gysylltiedig â straen yng Nghymru. Byddwch hefyd yn ymwybodol, rwy’n siŵr, fod darlithwyr coleg yng Nghymru yn mynd ar streic yfory, gyda’u hundeb yn rhybuddio bod llwyth gwaith trwm yn difetha eu bywydau ac yn eu gwthio i ymyl y dibyn. Wrth gwrs, rydym wedi rhoi llawer o sylw yn y Siambr hon i arolwg gweithlu diweddar Cyngor y Gweithlu Addysg, a oedd yn dangos bod traean o athrawon ysgol a chwarter o ddarlithwyr addysg bellach yn dweud wrthym eu bod yn bwriadu gadael eu proffesiynau uchel eu parch yn y tair blynedd nesaf. Nawr, wrth i chi gytuno ar eich 10 blaenoriaeth addysg gyda’r Prif Weinidog pan aethoch yn rhan o’r Llywodraeth, oni ddylech o leiaf fod wedi cynnwys unfed ar ddeg, sef lles y gweithlu, oherwydd heb hynny, nid ydych yn mynd i gyflawni unrhyw un o’r 10?
 
13:40
Kirsty WilliamsBywgraffiadBiography
Well, Llyr, as we rehearsed in the committee this morning, one of my priorities is to ensure that we have an excellent and outstanding workforce in all aspects of education, and workload concerns are very real. They vary greatly across the education workforce; they’re not just confined to teachers in schools, as you have recognised. Different issues and priorities arise depending on a variety of factors, including what phase of education somebody might find themselves teaching in; a rurality where, perhaps, teachers are teaching a class with a variety of age groups, requiring significant differentiation, which can be difficult to do; deprivation; subject area; and their role. What’s important is we try to do something about that. The first ever teacher survey that we’ve done has provided us with a wealth of opportunity to try and understand some of these very real concerns from the chalkface, and we continue to analyse those data. Detailed discussions are taking place with the education workforce unions on policy in early development, and we continue to work in partnership with those unions to try and address the concerns to a variety of work streams within the Government.
Wel, Llyr, fel y clywsom yn y pwyllgor y bore yma, un o fy mlaenoriaethau yw sicrhau bod gennym weithlu ardderchog a rhagorol ym mhob agwedd ar addysg, ac mae pryderon baich gwaith yn real iawn. Maent yn amrywio’n fawr ar draws y gweithlu addysg; nid ydynt wedi’u cyfyngu i athrawon mewn ysgolion yn unig, fel rydych wedi’i gydnabod. Mae materion a blaenoriaethau gwahanol yn codi yn dibynnu ar amrywiaeth o ffactorau, gan gynnwys ym mha gyfnod addysg y mae rhywun yn addysgu; natur wledig lle mae athrawon efallai yn addysgu dosbarth gydag amrywiaeth o grwpiau oedran, sy’n galw am wahaniaethu sylweddol, ac sy’n gallu bod yn anodd ei wneud; amddifadedd; maes pwnc; a’u rôl. Yr hyn sy’n bwysig yw ein bod yn ceisio gwneud rhywbeth am hynny. Mae’r arolwg athrawon cyntaf i ni ei wneud erioed wedi rhoi llawer iawn o gyfle i geisio deall rhai o’r pryderon gwirioneddol hyn o’r ystafell ddosbarth, ac rydym yn parhau i ddadansoddi’r data. Mae trafodaethau manwl ar y gweill gydag undebau’r gweithlu addysg ar gamau cynnar y polisi, ac rydym yn parhau i weithio mewn partneriaeth gyda’r undebau hynny i geisio mynd i’r afael â’r pryderon i amrywiaeth o ffrydiau gwaith o fewn y Llywodraeth.
 
13:41
Thank you for your answer, but I think it’s clear to everyone that the statistics tell a clear story that we have a workforce that’s on its knees in terms of struggling to cope with the work that confronts them. Now, the loss of so many teaching days clearly has a number of impacts, least of all on the individual who’s off work. It disrupts the education of the children, schools’ finances, of course, when you have to bring in supply teachers—and I saw that Cardiff alone has spent £12 million on supply teachers in this academic year only—and, of course, on the remaining staff, there’s an impact there because they have to carry an additional burden invariably. Now, a year ago this month, you established the ministerial supply model taskforce. You published the report back in February, but we’ve heard nothing since, really. Now, given that our education system is so reliant on supply teaching, when will we see definitive action from your Government on this front?
Diolch i chi am eich ateb, ond rwy’n credu ei bod yn amlwg i bawb fod yr ystadegau’n adrodd stori glir fod gennym weithlu sydd ar ei liniau o ran brwydro i ymdopi â’r gwaith sy’n eu hwynebu. Nawr, mae’n amlwg fod colli cymaint o ddyddiau addysgu yn arwain at nifer o effeithiau, nid yn lleiaf ar yr unigolyn sy’n absennol o’r gwaith. Mae’n tarfu ar addysg y plant, cyllid ysgolion, wrth gwrs, pan fo’n rhaid i chi gyflogi athrawon cyflenwi—a gwelais fod Caerdydd yn unig wedi gwario £12 miliwn ar athrawon cyflenwi yn y flwyddyn academaidd hon yn unig—ac wrth gwrs, ar weddill y staff, mae effaith arnynt hwy am eu bod yn gorfod cario baich ychwanegol yn anochel. Nawr, flwyddyn yn ôl i’r mis hwn, fe sefydlwyd tasglu gweinidogol y model cyflenwi gennych. Cyhoeddwyd yr adroddiad yn ôl ym mis Chwefror, ond nid ydym wedi clywed unrhyw beth ers hynny mewn gwirionedd. Nawr, o gofio bod ein system addysg mor ddibynnol ar athrawon cyflenwi, pryd y byddwn yn gweld camau pendant gan eich Llywodraeth yn hyn o beth?
 
13:42
Kirsty WilliamsBywgraffiadBiography
Well, Llyr, I don’t disagree with your analysis of the impact of days lost to teaching. The issue is what to do about it. As I said in my first answer to you, we have a variety of work streams looking to try and avoid that problem in the first place—i.e. not to be reliant on supply teachers, but, actually, to keep teachers well, resilient and in front of our children in the classroom. I, in conjunction with my Cabinet colleague for health, are looking at plans for what we can to do support resilience and support the mental health of teachers by giving them tools to address their own issues around stress management and workload management, as well as being able to teach those then on to the children.
Wel, Llyr, nid wyf yn anghytuno â’ch dadansoddiad o effaith y diwrnodau addysgu a gollwyd. Y cwestiwn yw beth i’w wneud am y peth. Fel y dywedais yn fy ateb cyntaf i chi, mae gennym amrywiaeth o ffrydiau gwaith yn ceisio osgoi’r broblem honno yn y lle cyntaf—h.y. peidio â bod yn ddibynnol ar athrawon cyflenwi mewn gwirionedd, ond cadw athrawon yn iach, yn wydn ac o flaen ein plant yn y dosbarth. Rwyf fi, gyda fy nghyd-Aelod o’r Cabinet dros iechyd, yn edrych ar gynlluniau ar gyfer yr hyn y gallwn ei wneud i gefnogi gwydnwch a chefnogi iechyd meddwl athrawon drwy roi arfau iddynt fynd i’r afael â’u problemau eu hunain o ran rheoli straen a rheoli llwyth gwaith, yn ogystal â gallu dysgu’r rheini i’r plant wedyn.
 
With regard to the task and finish group on the supply workforce, I have to say I was somewhat disappointed with the conclusions of that report. If we had hoped that the task and finish group would come up with a silver bullet to solve this problem, then I’m afraid the report has not been able to do that. We continue to discuss ways in which we can work not to diminish but to limit the reliance on supply teaching, and that is tied up with our work on policy development following the devolution of teachers’ pay and conditions.
O ran y grŵp gorchwyl a gorffen ar y gweithlu cyflenwi, rhaid i mi ddweud fy mod yn siomedig braidd â chasgliadau’r adroddiad hwnnw. Pe baem wedi gobeithio y byddai’r grŵp gorchwyl a gorffen wedi dod o hyd i un ateb i ddatrys y broblem hon, yna mae gennyf ofn nad yw’r adroddiad wedi gallu gwneud hynny. Rydym yn parhau i drafod ffyrdd y gallwn weithio, nid i leihau, ond i gyfyngu ar y ddibyniaeth ar athrawon cyflenwi, ac mae hynny’n cysylltu â’n gwaith ar ddatblygu polisi yn dilyn datganoli cyflogau ac amodau gwaith athrawon.
 
13:44
But it’s four months since you told me that you were looking to move on this agenda, and given, again, the data and the statistics that we have, clearly, time is of the essence. So, I won’t press you further on that today, but, clearly, there’s a message there that needs to be listened to.
Ond mae pedwar mis ers i chi ddweud wrthyf eich bod yn ceisio camu ymlaen gyda’r agenda hon, ac o ystyried, unwaith eto, y data a’r ystadegau sydd gennym, yn amlwg, mae amser yn brin. Felly, nid wyf am bwyso arnoch ymhellach ynglŷn â hynny heddiw, ond yn amlwg, mae neges yno y mae angen gwrando arni.
 
Can I just change direction a little bit for my final question? It’ll become clear, Presiding Officer, why I’m directing my question to the Cabinet Secretary and not the Minister in a moment. It’s about the additional learning needs Bill. The Minister told us that £10 million of the £20 million budget he has for financing the additional learning needs transformation programme comes from the £100 million that you agreed with the First Minister for raising school standards. He told us that at Stage 1 scrutiny of the Bill. Now that it has become evident, of course, that the cost of the additional learning needs legislation is substantially higher—up to £13 million more expensive—than was originally anticipated over the projected period, could you tell us whether you expect a further sum to be vired from the £100 million for school standards, and, if that does happen, what impact do you think that’ll have on that particular budget?
A gaf fi newid cyfeiriad ychydig bach ar gyfer fy nghwestiwn olaf? Bydd yn dod yn glir, Llywydd, pam rwy’n cyfeirio fy nghwestiwn at Ysgrifennydd y Cabinet ac nid at y Gweinidog mewn munud. Mae’n ymwneud â’r Bil anghenion dysgu ychwanegol. Dywedodd y Gweinidog wrthym fod £10 miliwn o’r gyllideb £20 miliwn sydd ganddo ar gyfer ariannu’r rhaglen trawsnewid anghenion dysgu ychwanegol yn dod o’r £100 miliwn y daethoch i gytundeb â’r Prif Weinidog yn ei gylch ar gyfer codi safonau ysgolion. Dywedodd hynny wrthym yn ystod proses graffu Cyfnod 1 y Bil. Gan ei bod wedi dod yn amlwg yn awr, wrth gwrs, fod cost y ddeddfwriaeth anghenion dysgu ychwanegol yn sylweddol uwch—hyd at £13 miliwn yn fwy drud—nag a ragwelwyd yn wreiddiol yn ystod y cyfnod arfaethedig, a allech ddweud wrthym a ydych yn disgwyl swm pellach i gael ei gyfeirio o’r £100 miliwn ar gyfer safonau ysgolion, ac os yw hynny’n digwydd, pa effaith a gaiff hynny ar y gyllideb benodol honno yn eich barn chi?
 
13:45
Kirsty WilliamsBywgraffiadBiography
Let us be absolutely clear: in radically reforming the way in which we support children with additional learning needs, that is integral to our national mission of raising standards in Welsh schools and closing the attainment gap. The performance of those children is crucial if we are to see the changes in Welsh education that we need. Now, undoubtedly, there is a resource implication for ensuring that those children—and that legislation is implemented successfully, and we will continue to have discussions both within the education department on how that piece of legislation is funded, and discussions across Government. But I’m absolutely clear that we cannot divorce the education of our children with additional learning needs from our national mission to raise standards for all.
Gadewch inni fod yn hollol glir: wrth ddiwygio’n llwyr y ffordd rydym yn cynorthwyo plant ag anghenion dysgu ychwanegol, mae hynny’n rhan annatod o’n cenhadaeth genedlaethol i godi safonau mewn ysgolion yng Nghymru a chau’r bwlch cyrhaeddiad. Mae perfformiad y plant hynny’n allweddol os ydym am weld y newidiadau sydd eu hangen arnom mewn addysg yng Nghymru. Nawr, yn ddi-os, ceir goblygiadau o ran adnoddau i sicrhau bod y plant hynny—a bod y ddeddfwriaeth honno’n cael ei gweithredu’n llwyddiannus, a byddwn yn parhau i gael trafodaethau yn yr adran addysg ynglŷn â sut yr ariennir y ddeddfwriaeth, a thrafodaethau ar draws y Llywodraeth. Ond rwy’n hollol bendant na allwn ysgaru addysg ein plant sydd ag anghenion dysgu ychwanegol oddi wrth ein cenhadaeth genedlaethol i godi safonau i bawb.
 
13:46
Y Llywydd / The LlywyddBywgraffiadBiography
Llefarydd y Ceidwadwyr, Darren Millar.
Conservative spokesperson, Darren Millar.
 
13:46
Diolch, Llywydd. Cabinet Secretary, on Friday, the day after the general election, there was a piece of news that suggested that your Government is cutting £28 million-worth of funding from the Higher Education Funding Council for Wales, which is obviously going to have a significant impact on Welsh universities. Why did you decide to bury bad news on that day, and how can you defend those cuts?
Diolch, Llywydd. Ysgrifennydd y Cabinet, ddydd Gwener, y diwrnod ar ôl yr etholiad cyffredinol, roedd yna eitem newyddion a oedd yn awgrymu bod eich Llywodraeth yn torri gwerth £28 miliwn oddi ar gyllid Cyngor Cyllido Addysg Uwch Cymru, sy’n amlwg yn mynd i effeithio’n sylweddol ar brifysgolion Cymru. Pam y penderfynasoch gladdu newyddion drwg ar y diwrnod hwnnw, a sut y gallwch amddiffyn y toriadau hynny?
 
13:46
Kirsty WilliamsBywgraffiadBiography
The Higher Education Funding Council for Wales made that announcement. As Darren Millar would well know as the spokesperson for his party, HEFCW is an arm’s-length body and the delivery of that particular announcement was nothing to do with me.
Cyngor Cyllido Addysg Uwch Cymru a wnaeth y cyhoeddiad hwnnw. Fel y byddai Darren Millar yn gwybod yn iawn fel llefarydd ar ran ei blaid, mae CCAUC yn gorff hyd braich ac nid oedd gennyf ddim i’w wneud â chyflwyno’r cyhoeddiad penodol hwnnw.
 
13:46
You didn’t answer my question, which was: how can you defend—how can you defend—the cuts that HEFCW is now having to deliver, because of the lack of funding from the Welsh Government, to Welsh universities? We know already that Bangor University, Aberystwyth University, Trinity Saint David, and the University of South Wales have all warned that they’re going to have to make significant cuts to their workforce and restrict courses. How can you defend the cuts that you are now imposing upon our Welsh universities?
Nid ydych wedi ateb fy nghwestiwn, sef: sut y gallwch amddiffyn—sut y gallwch amddiffyn—y toriadau y mae CCAUC yn awr yn gorfod eu cyflawni i brifysgolion Cymru oherwydd diffyg cyllid gan Lywodraeth Cymru? Rydym yn gwybod eisoes fod Prifysgol Bangor, Prifysgol Aberystwyth, y Drindod Dewi Sant, a Phrifysgol De Cymru i gyd wedi rhybuddio eu bod yn mynd i orfod gwneud toriadau sylweddol i’w gweithlu a chyfyngu ar gyrsiau. Sut y gallwch amddiffyn y toriadau rydych yn awr yn eu gorfodi ar ein prifysgolion yng Nghymru?
 
13:47
Kirsty WilliamsBywgraffiadBiography
Darren, let’s be clear: education as a whole in Wales faces a very difficult time given the constraints of the budget that the Welsh Government has available to it, and very difficult decisions have to be made. But I’m sure, having taken such a great interest in the press notice, you will have read the words of David Blaney, the chief executive, who has explained that these cuts are a result of the fact that an additional £20 million, which I was able to find in-year for HEFCW, will not be available next year. Part of that money is being used to try and put our universities in a better position going forward. And another part of the cut relates to the fact that we have removed the money for the Coleg Cenedlaethol out of HEFCW and we are funding that work directly as a Welsh Government, and that also appears in the fact that there is less money available in HEFCW. Let’s also be clear: the money available via HEFCW to Welsh universities is a very small proportion of the money available to Welsh HEIs; I understand it is less than 10 per cent of their overall budgets.
Darren, gadewch i ni fod yn glir: mae addysg yn ei gyfanrwydd yng Nghymru yn wynebu cyfnod anodd iawn o ystyried y cyfyngiadau ar y gyllideb sydd ar gael i Lywodraeth Cymru, ac mae’n rhaid gwneud penderfyniadau anodd iawn. Ond rwy’n siŵr, ar ôl dangos y fath diddordeb yn y datganiad i’r wasg, y byddwch wedi darllen geiriau David Blaney, y prif weithredwr, sydd wedi egluro bod y toriadau hyn yn deillio o’r ffaith na fydd £20 miliwn yn ychwanegol, £20 miliwn roeddwn wedi gallu dod o hyd iddo yn ystod y flwyddyn ar gyfer CCAUC, ar gael y flwyddyn nesaf. Mae rhan o’r arian hwnnw’n cael ei defnyddio i geisio rhoi ein prifysgolion mewn gwell sefyllfa wrth symud ymlaen. Ac mae rhan arall o’r toriad yn ymwneud â’r ffaith ein bod wedi symud yr arian ar gyfer y Coleg Cenedlaethol o CCAUC, ac rydym yn ariannu’r gwaith hwnnw’n uniongyrchol fel Llywodraeth Cymru, ac mae hynny hefyd i’w weld yn y ffaith fod llai o arian ar gael gan CCAUC. Gadewch i ni hefyd fod yn glir: cyfran fach iawn o’r arian sydd ar gael i sefydliadau addysg uwch yng Nghymru yw’r arian sydd ar gael drwy CCAUC i brifysgolion Cymru; rwy’n deall ei fod yn llai na 10 y cant o gyfanswm eu cyllidebau.
 
13:48
Well, I’m not surprised it’s very small, and it’s going to get a darn sight smaller, isn’t it, while you keep underfunding our Welsh university sector and the Higher Education funding Council for Wales. The reality is that this is going to widen the funding gap between Welsh universities and universities over the border in England, which is going to make it more difficult for them to recruit students, which is going to widen the funding gap, therefore, even further and have a huge impact on research and training. And I have to say, I’m astonished by your volte-face, given the fact that you were championing extra resources going into HEFCW only last year when you were in opposition. Your tone has completely changed, you’ve clearly adopted the Labour line on our Welsh universities, and I would urge you again to look at the resources within your departmental budget to see what additional resources you can make available to help close this funding gap, which has widened under Welsh Labour-led administrations and looks set to widen even further as a result of you sitting around the Cabinet table.
Wel, nid wyf yn synnu ei fod yn fach iawn, ac mae’n mynd i fod yn llai byth, onid yw, tra byddwch yn parhau i danariannu ein sector prifysgolion yng Nghymru a Chyngor Cyllido Addysg Uwch Cymru. Y realiti yw bod hyn yn mynd i ledu’r bwlch cyllido rhwng prifysgolion Cymru a phrifysgolion dros y ffin yn Lloegr, sy’n mynd i’w gwneud yn fwy anodd iddynt recriwtio myfyrwyr, gan ledu’r bwlch cyllido ymhellach eto felly, ac effeithio’n helaeth ar ymchwil a hyfforddiant. Ac mae’n rhaid i mi ddweud, rwyf wedi fy synnu gan eich tro pedol, o ystyried eich bod yn hyrwyddo adnoddau ychwanegol i CCAUC y llynedd pan oeddech yn wrthblaid. Mae eich tiwn wedi newid yn llwyr, rydych yn amlwg wedi mabwysiadu safbwynt Llafur ynglŷn â’n prifysgolion yng Nghymru, a byddwn yn eich annog unwaith eto i edrych ar yr adnoddau yn eich cyllideb adrannol i weld pa adnoddau ychwanegol y gallwch eu darparu i helpu i gau’r bwlch cyllido hwn, sydd wedi lledu o dan weinyddiaethau Llafur Cymru ac sydd i’w weld yn debygol o ledu hyd yn oed ymhellach o ganlyniad i’ch gwneud yn aelod o’r Cabinet.
 
13:49
Kirsty WilliamsBywgraffiadBiography
Darren, let’s be absolutely clear what I was able to do on coming into Government: it was to find the additional £20 million that had been taken out of the budget whilst I was in opposition, and we’ve been able to make that money available to higher education. But, seriously, I will take no lectures from a Conservative politician with regard to the funding of higher education. You have, in England, thrown that sector to the market, and it is the market that is driving HE provision in England. That will not happen in Wales, and we will use the opportunity of our radical reforms under the Diamond proposals to move our HE funding onto a more sustainable footing. That is a system that is being looked on with envy by other people, such as Scotland.
Darren, gadewch i ni fod yn gwbl glir ynglŷn â’r hyn y llwyddais i’w wneud wrth ddod yn rhan o’r Llywodraeth: daethpwyd o hyd i’r £20 miliwn ychwanegol a dynnwyd o’r gyllideb pan oeddwn yn yr wrthblaid, ac rydym wedi gallu darparu’r arian hwnnw i addysg uwch. Ond o ddifrif, nid wyf am dderbyn unrhyw bregeth gan wleidydd Ceidwadol ar gyllido addysg uwch. Yn Lloegr, rydych wedi taflu’r sector hwnnw i’r farchnad, a’r farchnad sy’n gyrru darpariaeth addysg uwch yn Lloegr. Ni fydd hynny’n digwydd yng Nghymru, a byddwn yn manteisio ar gyfle ein diwygiadau radical o dan argymhellion Diamond i roi ein cyllid addysg uwch ar sylfaen fwy cynaliadwy. Mae honno’n system y mae pobl eraill, megis yr Alban, yn edrych arni gydag eiddigedd.
 
13:50
Y Llywydd / The LlywyddBywgraffiadBiography
Llefarydd UKIP, Michelle Brown.
UKIP spokesperson, Michelle Brown.
 
13:50
Michelle BrownBywgraffiadBiography
Thank you, Presiding Officer. Can the Cabinet Secretary tell us how many primary schools feed into high schools that are in the red or amber category and how many primaries in the red and amber categories feed into high schools that are in the yellow or green categories?
Diolch, Llywydd. A all Ysgrifennydd y Cabinet ddweud wrthym faint o ysgolion cynradd sy’n bwydo i mewn i ysgolion uwchradd yn y categori coch neu oren a faint o ysgolion cynradd yn y categorïau coch ac oren sy’n bwydo i mewn i ysgolion uwchradd yn y categori melyn neu wyrdd?
 
13:50
Kirsty WilliamsBywgraffiadBiography
Presiding Officer, I try to prepare for these sessions, but I have to admit that, for the first time since I’ve stood at this dispatch box, I will have to write to the Member with those specific details. But what I can tell the Member happily is that the number of schools that find themselves in a red category, whether that be secondary or primary, is going down—and that is to be celebrated.
Llywydd, rwy’n ceisio paratoi ar gyfer y sesiynau hyn, ond mae’n rhaid i mi gyfaddef, am y tro cyntaf ers imi sefyll yn y fan hon, y bydd yn rhaid imi ysgrifennu at yr Aelod gyda’r manylion penodol hynny. Ond yr hyn y gallaf ei ddweud wrth yr Aelod yn hapus yw bod nifer yr ysgolion sy’n cael eu rhoi yn y categori coch, boed yn ysgolion uwchradd neu gynradd, yn disgyn—ac mae hynny’n rhywbeth i’w ddathlu.
 
13:51
Michelle BrownBywgraffiadBiography
Okay. Thank you for that answer, Cabinet Secretary. Schools in the amber category will receive up to 15 days’ support, with those in the red category receiving up to 25 days’ support. There’s no mention of additional resources in the guidance given to parents and schools—the additional resources being for the purposes of employing more teachers and to provide additional and upgraded facilities. Are you content that 25 days’ support is enough to take a school out of the red category, and what sort of work is going to be done with schools during those 25 days?
Iawn. Diolch am yr ateb hwnnw, Ysgrifennydd y Cabinet. Bydd ysgolion yn y categori oren yn cael hyd at 15 diwrnod o gymorth, gyda’r rhai yn y categori coch yn cael hyd at 25 diwrnod o gymorth. Nid oes unrhyw sôn am adnoddau ychwanegol yn y canllawiau a roddir i rieni ac ysgolion—yr adnoddau ychwanegol at ddibenion cyflogi mwy o athrawon a darparu cyfleusterau ychwanegol ac wedi’u huwchraddio. A ydych yn fodlon fod 25 diwrnod o gymorth yn ddigon i dynnu ysgol o’r categori coch, a pha fath o waith sy’n mynd i gael ei wneud gydag ysgolion yn ystod y 25 diwrnod?
 
13:51
Kirsty WilliamsBywgraffiadBiography
The work that goes on to help schools on their improvement journey is tailor-made to the individual circumstances of each school. The Member asked the question, ‘Can we be confident that that level of support is sufficient to move a school forward?’ The answer to that is ‘yes’, and the reason I can say that is because I have visited schools that, just a short four years ago, were in the red category and, year on year, have moved up the categorisation system and now find themselves as green schools. Now, some schools’ school improvement journey will take longer and they will need more sustained levels of support. The whole point behind our categorisation system is that, by working collectively with the consortia and the individual schools, we can identify shortcomings, we can identify what needs to be done, and the support will be put in place to make those improvements.
Mae’r gwaith sy’n cael ei wneud i helpu ysgolion ar eu taith wella wedi’i deilwra ar gyfer amgylchiadau unigol pob ysgol. Gofynnodd yr Aelod y cwestiwn, ‘A allwn fod yn hyderus fod y lefel o gymorth yn ddigonol i symud ysgol yn ei blaen?’ Yr ateb i hynny yw ‘gallwn’, a’r rheswm y gallaf ddweud hynny yw fy mod wedi ymweld ag ysgolion a oedd, bedair blynedd fer yn ôl, yn y categori coch, a flwyddyn ar ôl blwyddyn, maent wedi codi drwy’r system gategoreiddio a bellach yn ysgolion gwyrdd. Nawr, bydd taith wella rhai ysgolion yn cymryd mwy o amser a bydd angen lefelau mwy parhaus o gefnogaeth. Holl bwynt ein system gategoreiddio yw ein bod, drwy weithio ar y cyd â’r consortia a’r ysgolion unigol, yn gallu nodi diffygion, gallwn nodi’r hyn sydd angen ei wneud, a bydd y gefnogaeth yn cael ei rhoi ar waith i wneud y gwelliannau hynny.
 
13:52
Michelle BrownBywgraffiadBiography
Thank you for that answer, Cabinet Secretary. Schools will clearly benefit from the kind of advice and support you’re talking about, and I realise that improving schools is an ongoing process, which is why the lack of concrete support reflected in the guidance on the school classification system concerns me. However, there are young people who will have spent their education in either an amber or red classified school whilst you’re taking the softly softly approach to school improvement. What are you going to do to improve the life chances of young people who have been failed by the Welsh education system?
Diolch am yr ateb hwnnw, Ysgrifennydd y Cabinet. Bydd ysgolion yn amlwg yn elwa o’r math o gyngor a chymorth rydych yn sôn amdanynt, ac rwy’n sylweddoli bod gwella ysgolion yn broses barhaus, a dyna pam fy mod yn pryderu am y diffyg cymorth pendant a adlewyrchir yn y canllawiau ar y system gategoreiddio ysgolion. Fodd bynnag, bydd rhai pobl ifanc wedi treulio eu haddysg naill ai mewn ysgol categori oren neu goch wrth i chi fynd ati i wella ysgolion gan bwyll bach. Beth a wnewch i wella cyfleoedd bywyd pobl ifanc y mae’r system addysg yng Nghymru wedi gwneud cam â hwy?
 
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Kirsty WilliamsBywgraffiadBiography
I certainly am not taking a softly softly approach, but I can tell you what will not work is simply me stamping my foot here in this Chamber. School improvement is a collective endeavour that is the responsibility of individual school leaders, the staff within those schools, the governing bodies, local education authorities, the regional consortia, and, indeed, this Welsh Government. I have high expectations of our education system. I have high expectations of our school leaders. They are in no doubt of that. But I also know that I need to put in place measures to help those schools make those improvements, and that’s what I will continue to do.
Yn sicr, nid wyf yn mynd ati gan bwyll bach, ond gallaf ddweud wrthych mai’r hyn na fydd yn gweithio yw i mi stampio’r llawr yma yn y Siambr hon. Mae gwella ysgolion yn ymdrech ar y cyd sy’n gyfrifoldeb i arweinwyr ysgolion unigol, y staff yn yr ysgolion hynny, y cyrff llywodraethu, awdurdodau addysg lleol, y consortia rhanbarthol, ac yn wir, y Llywodraeth hon. Rwy’n disgwyl llawer iawn gan ein system addysg. Rwy’n disgwyl llawer iawn gan ein harweinwyr ysgol. Nid oes ganddynt unrhyw amheuaeth ynglŷn â hynny. Ond rwyf hefyd yn gwybod bod angen i mi roi mesurau ar waith i helpu’r ysgolion hynny i wneud y gwelliannau, a dyna rwy’n mynd i barhau i’w wneud.
 
Blaenoriaethau Ysgolion
Priorities for Schools
 
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3. A wnaiff Ysgrifennydd y Cabinet ddatganiad am ei blaenoriaethau ar gyfer ysgolion yng Nghymru dros y chwe mis nesaf? OAQ(5)0139(EDU)
3. Will the Cabinet Secretary make a statement on her priorities for schools in Wales for the next six months? OAQ(5)0139(EDU)
 
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Kirsty WilliamsBywgraffiadBiography
Thank you, Lynne. I have set out our national mission to improve education attainment through a programme of education reforms. These include the development of a new curriculum and assessment reform, improved initial teacher education, teachers’ professional development and building leadership capacity, and, crucially, reducing the attainment gap for our poorer children.
Diolch, Lynne. Rwyf wedi nodi ein cenhadaeth genedlaethol i wella cyrhaeddiad addysgol drwy raglen o ddiwygiadau addysg. Mae’r rhain yn cynnwys datblygu cwricwlwm newydd a diwygio asesu, gwell addysg gychwynnol i athrawon, datblygiad proffesiynol athrawon ac adeiladu gallu arweinyddiaeth, ac yn hollbwysig, lleihau’r bwlch cyrhaeddiad ar gyfer ein plant tlotach.
 
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Thank you, Cabinet Secretary. I very much welcome your assurances in committee this morning that the renamed pupil deprivation grant will continue to be targeted at pupils on free school meals and also thank you for your kind words about Woodlands school in my constituency. It is undoubtedly the case that there is really excellent practice in the use of the PDG in Wales, and I recently visited Garnteg Primary School, where they are making outstanding use of the PDG to promote emotional resilience and mental well-being amongst their pupils. What assurances can you offer that you will continue to prioritise funding for the PDG, and also that you will stringently monitor the use of the PDG to ensure that is does benefit the pupils that it is intended to?
Diolch, Ysgrifennydd y Cabinet. Rwy’n croesawu’n fawr eich sicrwydd yn y pwyllgor y bore yma y bydd y grant amddifadedd disgyblion a ailenwyd yn parhau i gael ei dargedu at ddisgyblion sy’n cael prydau ysgol am ddim a hefyd, diolch i chi am eich geiriau caredig am ysgol Woodlands yn fy etholaeth. Nid oes amheuaeth fod yna arfer rhagorol i’w weld yn y defnydd o’r grant amddifadedd disgyblion yng Nghymru, ac ymwelais yn ddiweddar ag Ysgol Gynradd Garnteg, lle maent yn gwneud defnydd rhagorol o’r grant amddifadedd disgyblion i hyrwyddo gwydnwch emosiynol a lles meddyliol ymysg eu disgyblion. Pa sicrwydd y gallwch ei gynnig y byddwch yn parhau i flaenoriaethu cyllid ar gyfer y grant amddifadedd disgyblion, a hefyd y byddwch yn monitro’n llym y defnydd o’r grant amddifadedd disgyblion er mwyn sicrhau ei fod o fudd i’r disgyblion y bwriedir iddo eu cynorthwyo?
 
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Kirsty WilliamsBywgraffiadBiography
Thank you. I know that some people have concerns about changing the name of the pupil deprivation grant to ‘pupil development grant’, but let me be clear: the reason for doing so is because I do not want to focus on the barriers that children face to their learning. I want to focus on their ability and having high expectations and