Translate the text from Welsh to English.



 
Diben y datganiad hwn yw rhoi'r diweddaraf i'r Aelodau am y cynnydd a wnaed mewn perthynas â'r cynllun gweithredu ugain pwynt a gyhoeddais ar 2 Chwefror 2011, er mwyn gweddnewid perfformiad.  

### Addysgu

1\. Fel y dywedais mewn datganiad ysgrifenedig ar 23 Tachwedd 2011, rwyf wedi cytuno ar fodel o gynnwys y rhaglen Meistr mewn Ymarfer Addysgol. Yr wythnos diwethaf gwahoddwyd Sefydliadau Addysg Uwch i dendro i achredu, cyflenwi a dyfarnu'r rhaglen, a fydd yn dechrau ym mis Medi 2012\. Eleni, byddwn yn ymgynghori ar y gofyniad statudol i bob athro sydd wedi cymhwyso gael ei hyfforddi mewn llythrennedd a rhifedd.

2\. Cyn bo hir byddwn yn ymgynghori ar y newidiadau i gryfhau'r trefniadau ymsefydlu presennol ar gyfer athrawon newydd gymhwyso er mwyn gwneud dyfarniadau ymsefydlu yn fwy cyson a thrwyadl ledled Cymru.  Byddwn yn rhoi cymorth mentora o'r radd flaenaf i Athrawon Newydd Gymhwyso, a bydd y cymorth hwnnw'n gysylltiedig â'r rhaglen Meistr newydd er mwyn eu helpu i gwrdd â gofynion y Safonau Athrawon wrth eu Gwaith. Ar hyn o bryd, rydym yn ymgynghori ynghylch cofrestru'r gweithlu ehangach.  Daw'r ymgynghoriad hwnnw i ben ar 30 Mawrth 2012, ac mae'n rhan o'r adolygiad o Gyngor Addysgu Cyffredinol Cymru (CyngACC).  

3\. Yn y dyfodol, bydd Datblygiad Proffesiynol Parhaus (DPP) yn canolbwyntio ar anghenion y system ehangach, gan gynnwys llythrennedd a rhifedd.  Bydd yn gysylltiedig â thair blaenoriaeth y Fframwaith Effeithiolrwydd Ysgolion, ac â rhoi'r fframwaith sgiliau ar waith. Fel rhan o'u Datblygiad Proffesiynol Parhaus, bydd cyfle i athrawon sydd newydd gymhwyso gyflawni’r cymhwyster Meistr a gaiff ei gyflwyno ym mis Medi. Mae modiwlau'n cael eu datblygu ar gyfer y rhaglen Meistr a fydd yn rhoi sylw i’r arfer mwyaf effeithiol ym maes llythrennedd a rhifedd.  Bydd sylw’n cael ei roi hefyd i reoli ymddygiad ac Anghenion Dysgu Ychwanegol, yn ogystal â datblygiad plant ac ymarfer myfyriol sy'n seiliedig ar dystiolaeth.  

4\. Rydym wedi cyflwyno safonau proffesiynol newydd i benaethiaid ac athrawon, ac mae gofynion o ran llythrennedd a rhifedd yn rhan annatod ohonynt.

### Dysgu

5\. O ran ymddygiad yn yr ystafell ddosbarth, rydym eisoes wedi cyhoeddi, yr hydref diwethaf, ein bod yn estyn pwerau athrawon o ran defnyddio grym gan staff ysgolion yn ogystal â gallu’r ysgol i ddisgyblu disgyblion ac i osod sancsiynau. Bydd y cam nesaf yn canolbwyntio ar ddeilliannau a gwella ymddygiad i godi safonau. Bydd athrawon newydd gymhwyso yn dilyn modiwlau datblygu mewn rheoli ymddygiad fel rhan o’r cymhwyster Meistr mewn Ymarfer Addysgol. Y cam cyntaf yn hyn o beth oedd darparu dros £500,000 i hyfforddi athrawon mewn technegau rheoli ymddygiad, a'r rheini'n dechnegau sydd wedi'u gwerthuso'n dda. Cafodd rhyw 1300 o athrawon eu hyfforddi'r llynedd. Mae data presenoldeb wedi'i gynnwys yn y system ar gyfer bandio ysgolion uwchradd. Erbyn diwedd mis Chwefror, bydd fy swyddogion wedi cwrdd â'r holl awdurdodau i drafod eu perfformiad o ran materion presenoldeb ac ymddygiad.

6\. Cafodd y Cyfnod Sylfaen, sy’n cyflwyno plant i ddysgu trwy wneud, ei roi ar waith yn llawn fis Medi diwethaf, ac ni chaiff arwain at ostyngiad mewn llythrennedd. Bydd yr asesiad sylfaenol yn rhoi targed gwaelodol inni, a bydd asesiad parhaus bob blwyddyn wedi hynny i’w gryfhau. Yn dilyn y cylch cyntaf o asesiadau'r Proffil Asesu Datblygiad Plentyn, cyhoeddais adolygiad cyflym i sicrhau bod yr asesiadau yn rhoi gwybodaeth i ni am y targed gwaelodol mewn modd effeithiol.  

7\. Fel rhan o’n Rhaglen Llythrennedd Genedlaethol, rydym yn cyflwyno prawf darllen cenedlaethol cyson ledled Cymru.  Nod y rhaglen fydd sicrhau fod llawer llai o ddisgyblion ar ei hôl hi o ran eu hoedran darllen dynodedig. Hefyd, bydd y Rhaglen yn cynnwys elfen a fydd yn canolbwyntio ar blant 5\-14 oed, a rhaglenni darllen ‘dal\-i\-fyny’.  Bydd hefyd yn estyn y disgyblion mwyaf galluog. Mae'r awdurdodau lleol wedi cadarnhau y byddant yn cynnal profion darllen gwirfoddol yn ystod haf 2012\. Caiff y Prawf Darllen Cenedlaethol ei roi ar waith yn statudol a bydd y garfan gyntaf yn sefyll y profion ym mis Mai 2013\. Bydd gofyn i bob disgybl o Flwyddyn 2 i Flwyddyn 9 sefyll y prawf darllen. Mae contractwr wedi'i benodi i ddatblygu profion pwrpasol yn Gymraeg ac yn Saesneg.

8\. Mae cynlluniau tebyg ar y gweill ar gyfer rhifedd, ac rydym wrthi'n mireinio ein gofynion er mwyn creu profion rhifedd pwrpasol i ddysgwyr yng Nghymru.  Caiff y rhain eu rhoi ar waith o 2013 ymlaen gyda'r profion darllen. Rydym hefyd wedi ffurfio Paneli Cynghori Llythrennedd a Rhifedd Cenedlaethol i ategu'r gwaith sy'n cael ei wneud i ddatblygu Fframweithiau Llythrennedd a Rhifedd Cenedlaethol.  Bydd y rhain yn nodi'n glir yr hyn sydd i'w ddisgwyl o flwyddyn i flwyddyn o ran cynnydd disgyblion ym mhob agwedd ar lythrennedd a rhifedd.

### Atebolrwydd

9\. Ym mis Mai 2011, sefydlwyd yr Uned Safonau Ysgolion gennym o dan arweiniad y Dr Brett Pugh. Mae wedi rhoi ar waith broses drwyadl o fonitro i ba raddau y mae'r consortia yn cefnogi ac yn herio er mwyn codi safonau yn eu hysgolion. Rhan o'r gwaith hwn oedd y peilot ar gyfer bandio ysgolion uwchradd a gyflwynwyd ym mis Medi. Yna, ym mis Rhagfyr, cyhoeddwyd y bandiau terfynol, a oedd yn cynnwys data 2011\. Mae'r Uned wedi cysylltu â chyfarwyddwyr addysg a phenaethiaid gwella ysgolion mewn dau gylch o archwiliadau ym mhob un o'r pedwar consortiwm. Yn dilyn y cyfarfodydd hyn cytunwyd ar gyfres o gamau i godi safonau mewn ysgolion sy'n tangyflawni, ac mae'r consortia wedi cytuno ar gynlluniau gwella gyda phob un o'u hysgolion ym mand 4 a 5\. Mae £480,000 wedi cael ei ryddhau i'r consortia i helpu i weithredu'r cynlluniau hyn.

10\. Mae'r Uned Safonau Ysgolion wedi cysylltu â'r holl randdeiliaid drwy'r broses hon ar ei hyd. Mae wedi llunio taflenni a dogfennau ar\-lein i esbonio'r broses fandio i rieni a gweithwyr proffesiynol yn y maes. Mae'r Uned wedi ymweld ag ysgolion y gwyddys fod ganddynt arferion da ac mae'n ystyried dulliau o helpu i ledaenu'r arferion da hynny a'u rhoi ar waith yn yr holl ysgolion. Ar hyn o bryd mae'n gweithio gyda'r pedwar consortiwm i ddatblygu ymhellach ddulliau o gynorthwyo ysgolion sy'n tangyflawni. Mae hefyd yn gweithio ar fodelau ar gyfer bandio ysgolion cynradd.

11\. Ni fydd unrhyw fenter newydd yn cael fy nghymeradwyaeth oni bai ei bod yn ychwanegu gwerth at ein galw am berfformiad gwell, ac o fewn yr Adran Addysg a Sgiliau, cyflwynwyd trefniadau newydd ym mis Medi 2011 i sicrhau y gellir craffu'n fanwl ar bolisïau a mentrau.

12\. Byddaf yn edrych ar y posibiliadau i ymgorffori asesiadau PISA o fewn asesiadau ysgolion ar gyfer disgyblion 15 oed. I ateb cwestiynau PISA mae gofyn bod dysgwyr wedi datblygu sgiliau da, yn enwedig o ran llythrennedd, rhifedd a datrys problemau, ac mae angen iddynt fod â hyder i fynd i'r afael â chwestiynau sydd yn eu hestyn. Rydym wedi datblygu rhaglen o weithgareddau a fydd yn helpu athrawon i ddefnyddio cwestiynau PISA, a chwestiynau yn arddull PISA, i gadarnhau a yw'r disgyblion yn deall sut i gael gwybodaeth a sut i gymhwyso'u sgiliau a'u dealltwriaeth. Hanfod y gwaith hwn yw gwella sgiliau bywyd pobl ifanc.

13\. Mae angen data ar rieni a rhaid i lywodraethwyr ysgol archwilio data eu hysgol. Mewn rheoliadau gafodd eu gwneud ar 1 Medi 2011, nodir bod angen i adroddiad blynyddol llywodraethwyr yr ysgol i rieni gynnwys yr wybodaeth gymharol ddiweddaraf mewn perthynas â pherfformiad yr ysgol mewn asesiadau diwedd cyfnod allweddol ac yn achos ysgol sydd â disgyblion sy'n dilyn rhaglenni astudio cyfnod allweddol 4 y crynodeb diweddaraf o Berfformiad yr Ysgol Uwchradd. Ni fydd unrhyw ysgol yn llwyddo yn ei harolygiad Estyn oni chaiff hyn ei wneud.

14\. Yn y Mesur Addysg, rydym wedi deddfu i gyflwyno hyfforddiant statudol i lywodraethwyr a chlercod.  

15\. Rwy’n disgwyl i bob awdurdod lleol ofalu bod asesiadau athrawon Cyfnod Allweddol 2 yn gadarn, ac yn cadw at safonau sydd wedi’u pennu’n genedlaethol, yn enwedig o ran llythrennedd. Mae gwaith ar y gweill i sicrhau bod ein dull o weithredu yn seiliedig ar ymchwil gadarn ac yn adeiladu ar yr arferion rhyngwladol gorau.

16\. Os bydd Estyn yn gweld bod ysgol yn methu, a’m bod i o’r farn nad oes modd ei hadfer, byddaf yn ei chau. Drwy gyfrwng Papur Gwyn y Bil Safonau a Threfniadaeth Ysgolion, rydym wedi ymgynghori ynghylch cynigion i gryfhau'r trefniadau i fynd i'r afael ag ysgolion sy'n tangyflawni a gwella ysgolion.  Daeth yr ymgynghoriad i ben ar 5 Ionawr.  Cyn bo hir, byddwn yn cyhoeddi crynodeb o'r ymatebion ac wedi hynny byddwn yn mynd rhagddo â’r Bil Safonau a Threfniadaeth Ysgolion. Byddwn yn llunio Canllawiau Statudol ar gyfer gwella ysgolion a chaiff y rhain eu cynnwys yn y Bil hefyd.  

17\. Ar 1 Ionawr 2012, daeth y Rheoliadau Rheoli Perfformiad newydd i rym ar gyfer athrawon a phenaethiaid. Ar hyn o bryd, rydym yn gweithio gyda'r rhanddeiliaid allweddol i lunio canllawiau diwygiedig ar gyfer rheoli perfformiad.  Caiff y rhain eu cyhoeddi yn nes ymlaen yn nhymor y gwanwyn. Bydd gofyn i ysgolion fabwysiadu'r trefniadau diwygiedig erbyn 31 Rhagfyr 2012, a bydd hyn yn rhoi digon o amser iddynt baratoi.

18\. Bydd y deunyddiau a gaiff eu paratoi ar gyfer y rhaglen Meistr ar gael i'r holl athrawon ledled Cymru drwy wefan newydd Dysgu Cymru. Heblaw hynny, rydym yn paratoi llu o adnoddau o'r radd flaenaf i gefnogi athrawon ar bob cam yn eu gyrfa fel y gallant gael y dystiolaeth ddiweddaraf am y dulliau mwyaf effeithiol o addysgu a dysgu er mwyn gwella'u harferion.  

  


### Cydweithio

19\. Yn y Mesur Addysg, rydym wedi deddfu i ganiatáu i awdurdodau lleol ffedereiddio byrddau llywodraethu ysgolion.  Rwy’n disgwyl gweld mwy o ffederasiynau o ysgolion, yn gweithredu o dan un pennaeth. Rydym wedi ariannu nifer fawr o gynlluniau peilot ffedereiddio \- ac nid yw pob un ohonynt wedi dod i ben hyd yn hyn. Bydd canllawiau yn dilyn a fydd yn seiliedig ar yr hyn a ddysgwyd o'r cynlluniau peilot.  

20\. Mae'r holl awdurdodau lleol bellach wedi cytuno i'r trefniadau consortia.

Rhaglen systematig ar gyfer gwella ysgolion yw hon.  Ei nod yw codi safonau hyd yr eithaf mewn dosbarthiadau, cefnogi athrawon a phenaethiaid, rhoi gwybodaeth i rieni, darparu gwasanaethau mwy effeithiol ac effeithlon ar gyfer gwella ysgolion a sicrhau bod y sgiliau angenrheidiol, yn enwedig llythrennedd a rhifedd, gan ein pobl ifanc drwy gydol eu haddysg.  


  






Translation:


 
I wish to update Members on progress made on the 20 point action plan I announced on 2 February 2011, in order to secure a step\-change in performance.  


### Teaching


1\. As I said in a written statement on 23 November 2011, I have agreed the model of the content for the Masters in Educational Practice. Last week we invited Higher Education Institutions to tender to accredit, deliver and award the programme, which will start in September 2012\. We will be consulting this year on the statutory requirement for all qualifying teachers to be trained in literacy and numeracy.


2\. We will shortly consult on changes to strengthen the existing induction arrangements for newly qualified teachers to make induction judgements more consistent and rigorous across Wales.  We will provide Newly Qualified Teachers (NQTs) with high quality mentoring support, linked to the new Masters programme, to support them to meet the new Practising Teacher Standards. We are currently consulting on the registration of the wider workforce which will run until 30 March 2012, which is part of the review of the GTCW.  


3\. Continuous Professional Development (CPD) will in future be focused on system\-wide needs, including literacy and numeracy, linked to the three priorities of the School Effectiveness Framework, and to the application of the skills framework. CPD opportunities will include the opportunity for all NQTs to gain the Master’s Qualification that will be introduced in September. Modules for the Masters are being developed that include a focus on the most effective practice in literacy and numeracy, on behaviour management and Additional Learning Needs, as well as child development and evidence based reflective practice.  


4\. We introduced new professional standards for head teachers and teachers, which have literacy and numeracy requirements embedded.


### Learning


5\. In respect of  behaviour in the classroom, we have already announced some extensions to teachers’ powers last autumn in respect of the use of force by school staff, as well as the school’s ability to discipline pupils and impose sanctions. The next phase will concentrate outcomes and improving behaviour to raise standards. NQTs will undertake development modules in behaviour management as part of the Masters in educational practice. As a first step I have made available over £500,000 to train teachers in well\-evaluated behavioural management techniques. Some 1300 individuals were trained last year. Attendance data has been included in the banding system for secondary schools. By the end of February, my officials will have met all authorities to discuss their performance on attendance and behaviour issues.


6\. The Foundation Phase, which was fully rolled out last September, and which introduces children to learning through doing, will not be allowed to lead to a reduction in literacy. The baseline assessment provides us with the floor and will be supported year on year with continuous assessment. Following the first round of CDAP assessments, I announced a rapid review to ensure that the assessments provide the floor information in an effective way.  


7\. As part of our National Literacy Programme, we are introducing a national reading test which will be consistent across Wales and will be designed to ensure that far fewer pupils are falling behind their designated reading age. The Programme will also include a focus on 5\-14 year\-olds, and catch\-up reading programmes as well as stretching those pupils of the highest abilities. Local authorities have confirmed that they will carry out reading tests on a voluntary basis in summer 2012\. The National Reading Test will be implemented on a statutory basis for first sitting in May 2013\. All pupils in Year 2 to Year 9 will be required to sit the reading test. A contractor has been appointed to take forward development of bespoke tests in both English and Welsh.


8\. Similar plans for numeracy are being developed and we are working to refine our requirements for bespoke numeracy tests for learners in Wales, to be implemented alongside reading tests from 2013\. We have also established National Literacy and Numeracy Advisory panels to support the work that is ongoing to develop National Literacy and Numeracy Frameworks, that will set out clearly year on year expectations for pupil’s progress in all aspects of literacy and numeracy.


 


### Accountability


 


9\. In May 2011 we established the School Standards Unit under the leadership of Dr Brett Pugh. It has set in place a rigorous process for monitoring the degree of support and challenge provided by consortia to raise standards in their schools. To support this work it produced a fit for pilot secondary school banding system in September. The final banding was then issued in December with data for 2011 included. The Unit has engaged with directors of education and heads of school improvement in two stocktake rounds in each of the four consortia. From these meetings a set of actions for raising standards in underperforming schools was agreed and the consortia have produced improvement plans with each of their band 4 and 5 schools. £480,000 has been released to the consortia to support the implementation of these plans.


10\. Throughout this process the School Standards Unit has engaged with all stakeholders. Leaflets and on\-line documentation have been produced to explain the banding process to professional audiences and to parents. The Unit has visited schools with known good practice and is drawing up methods to support consistent dissemination and implementation of good practice across schools. It is currently working to develop further with the four consortia support processes for underperforming schools. It is also working on models for the banding of primary schools.


11\. I will not approve any new initiatives unless they add value to our demand for higher performance and within my Department for Education and Skills, revised arrangements were introduced in September 2011 to ensure detailed scrutiny of policies and initiatives.


12\. I will be looking to integrate PISA assessments into school assessment at age 15\. PISA questions require learners to have well\-developed skills, especially literacy, numeracy and problem solving, and the confidence to take on the challenge of questions that are outside their ‘comfort zone’. We have developed a programme of activity based on supporting teachers to use PISA and PISA style questions, to check if pupils understand how to access information and apply skills and knowledge. Our approach is fundamentally about improving our young people’s life skills.


13\. Parents need data and school governors must examine the data of their school. Regulations made on 1 September 2011 set out the requirement for school governors’ annual report to parents to include “the most recent comparative report of performance in end of key stage teacher assessments and for schools with pupils following key stage 4 study programmes and the most recent Summary of Secondary School Performance (SSSP)”. No school will pass their Estyn inspection unless this is done.


14\. In the Education Measure, we legislated to introduce statutory training for governors and for clerks.  


15\. I expect all local authorities to ensure that Key Stage 2 teacher assessments are robust and consistent with the nationally defined standards, especially in respect of literacy. Work is underway to ensure that the approach is underpinned by a rigorous research base and builds on international best practice.


16\. Where a school is found by Estyn to be failing, and I regard the situation as irredeemable, I will close it. Through the School Standards and Organisation Bill White Paper we have consulted on  proposals to strengthen arrangements for tackling school underperformance and school improvement.  The consultation ended on 5 January and we will publish a summary of the responses shortly and will bring forward the School Standards and Organisation Bill in due course. We will be producing Statutory Guidance for school improvement and this will also be included in the Bill.  


17\. New Performance Management Regulations, for head teachers and teachers, came into effect on 1 January 2012\. We are currently working with key stakeholders to develop revised performance management guidance which will be published later in the Spring Term. Schools will be required to adopt the revised arrangements by 31 December 2012 and this will provide them with sufficient time in which to prepare.


18\. The materials produced for the Master’s programme will be made available to all teachers across Wales through a new Learning Wales website. In addition we are developing a raft of high quality resources to support teachers at all career stages to enable them to draw on the latest evidence about effective teaching and learning to enhance their practice.  


 


### Collaboration


 


19\. In the Education Measure, we legislated to allow local authorities to  

Federate boards of governors of schools. I expect to see more federations of   

schools, operating under single headteachers. We have funded a small   

number of federation pilots – some of which have not yet completed.   

Guidance will follow based on the experience of the pilots.  


20\. All local authorities have now signed up to the consortium arrangements


This is a systematic programme for school improvement , designed to raise standards to the best in class, support teachers and head teachers , inform parents, provide more efficient and effective school improvement services and ensure that our young people are properly equipped with the skills they need, especially literacy and numeracy, throughout their education.