Translate the text from English to Welsh.



 
This government’s vision for an education accountability system is one that is fair, coherent, proportionate, transparent, and based on our shared values for Welsh education.


Working with the teaching profession, local government, consortia, unions and international experts, we have been undertaking a fundamental review of the accountability system. As set out in our action plan ‘Education in Wales: Our National Mission’, we will publish a new assessment and evaluation framework for the entire education system during autumn 2018\.


‘Our National Mission’ also sets out the actions that we will take between now and next year. International evidence, and the message within Wales, is clear. We must ensure a coherent approach that avoids unintended consequences and contributes towards the raising of standards in every classroom and for all our learners. Raising standards, reducing the attainment gap and ensuring a system that enjoys public confidence and is a source of national pride is at the heart of our action plan.


Ensuring coherence was a key finding in the Organisation for Economic Co\-operation and Development’s (OECD) rapid policy assessment “The Welsh Education Reform Journey”. While recognising our important progress towards a long term vision for Welsh education, it made a number of recommendations aimed at supporting us on our journey of continuing improvement. One of the report’s recommendations was that we should consider making school self\-evaluations more prominent in the School Categorisation System, possibly by removing the calculation for school performance data (Step 1\) altogether.


In ‘Our National Mission’, for this autumn, we committed to “transitional evaluation arrangements with schools in order to support deeper collaborations between schools and secure the raising of standards for all learners”.


As part of our fundamental review of the accountability system, I recognise that robust and continuous self\-evaluation, along with professional dialogue, are key tools to support improvement.


I fully accept the OECD recommendation and will therefore be removing the data\-driven judgement that places schools into a standards group as part of Step 1 of the National Schools Categorisation System from this point on.


Instead, self\-evaluation features more strongly in the model. School data, including that which was part of Step 1, will continue to be shared with the regional consortia and used to form the starting point of discussions within the school, and with their Challenge Adviser, about their capacity to improve in relation to leadership, teaching and learning.


To ensure consistency, steps have been taken to strengthen Step 2 of the process, ensuring that any judgements of a school’s capacity to improve are made fairly, and applied consistently to all schools in Wales.


To further ensure consistency in determining categorisation outcomes for schools, a two step Regional and National moderation process remains. Schools will still be given a colour coding for the level of support that they need and this will continue to be published on My Local School. The timelines and processes for the National Schools Categorisation System remain the same.


This is a further step forward in our national mission to reform accountability within our education system and ensure that schools, and ultimately learners, are given the right support at the right time to enable them to fully realise their potential. I will keep you updated with further developments as our review of accountability progresses throughout this new academic year, ensuring clarity and coherence in how we value and measure improvement across the entire system.







Translation:


 
Mae gweledigaeth y Llywodraeth ar gyfer system atebolrwydd addysg yn un deg, gydlynol, gymesur, dryloyw ac mae’n seiliedig ar ein gwerthoedd cyffredin ar gyfer addysg yng Nghymru.   
  
Gan gydweithio â’r proffesiwn addysgu, llywodraeth leol, consortia, undebau ac arbenigwyr rhyngwladol, rydym wedi bod yn cynnal adolygiad sylfaenol o’r system atebolrwydd. Fel y mae ein cynllun gweithredu ‘Addysg yng Nghymru; Cenhadaeth Ein Cenedl’ yn ei nodi, byddwn yn cyhoeddi fframwaith asesu a gwerthuso newydd ar gyfer y system addysg gyfan yn ystod hydref 2018\.  
  
Mae ‘Cenhadaeth Ein Cenedl’ hefyd yn nodi’r camau y byddwn yn eu cymryd rhwng nawr a’r flwyddyn nesaf. Mae’r dystiolaeth ryngwladol, a’r neges yng Nghymru, yn glir. Mae’n rhaid inni weithredu mewn ffordd gydlynol, sy'n osgoi canlyniadau nad oeddem wedi’u bwriadu ac sy'n cyfrannu at godi safonau ym mhob dosbarth ac ar gyfer pob un o’n dysgwyr. Codi safonau, lleihau’r bwlch cyrhaeddiad a sicrhau system sy’n ennyn hyder y cyhoedd ac sy’n destun balchder cenedlaethol – dyma sydd wrth wraidd ein cynllun gweithredu.  
  
Roedd sicrhau cydlyniant yn gasgliad allweddol yn asesiad polisi cyflym y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd (OECD), "The Welsh Education Reform Journey". Er iddo gydnabod ein cynnydd pwysig tuag at weledigaeth hirdymor ar gyfer addysg yng Nghymru, gwnaeth nifer o argymhellion i'n cefnogi ni ar ein taith tuag at welliant parhaus. Un o argymhellion yr adroddiad oedd y dylem ystyried gwneud hunanwerthusiadau ysgolion yn fwy amlwg yn y System Gategoreiddio Ysgolion, o bosibl drwy gael gwared ar y cyfrifiad ar gyfer data perfformiad ysgol (Cam 1\) yn gyfan gwbl.   
  
Yn ‘Cenhadaeth Ein Cenedl’, ymrwymwyd yr hydref hwn i *“drefniadau gwerthuso trosiannol ag ysgolion er mwyn cefnogi cydweithredu cadarnach rhwng ysgolion a sicrhau bod safonau'n codi ar gyfer pob dysgwr”*.   
  
Fel rhan o'n hadolygiad sylfaenol o'r system atebolrwydd, rwy’n cydnabod bod proses hunanwerthuso gadarn a pharhaus, ynghyd â deialog broffesiynol yn hollbwysig wrth sicrhau gwelliant.   
  
Rwy'n llwyr dderbyn argymhellion yr OECD a byddaf felly, o hyn ymlaen,  yn cael gwared â'r arfer o osod ysgolion mewn grŵp safonau ar sail data fel rhan o Gam 1 y System Genedlaethol ar gyfer Categoreiddio Ysgolion.   
  
Yn hytrach, mae hunanwerthuso yn elfen gryfach o’r model. Bydd data ysgolion, gan gynnwys y data a oedd yn rhan o Gam 1, yn parhau i gael eu rhannu â’r consortia rhanbarthol ac yn cael eu defnyddio fel man cychwyn trafodaethau o fewn yr ysgol, a chyda'i Chynghorydd Herio, ynghylch ei gallu i wella mewn perthynas ag arweinyddiaeth, addysgu a dysgu.  
  
I sicrhau cysondeb, mae camau wedi eu cymryd i gryfhau Cam 2 y broses, gan sicrhau bod unrhyw ddyfarniadau ynghylch gallu ysgol i wella yn cael eu gwneud mewn ffordd deg, ac yn cael eu cymhwyso'n gyson i holl ysgolion Cymru.   
  
Er mwyn parhau i sicrhau cysondeb wrth gategoreiddio ysgolion, dilynir proses cymedroli Rhanbarthol a Chenedlaethol dau gam. Rhoddir cod lliw i ysgolion yn dynodi lefel y gefnogaeth sydd ei hangen arnynt a bydd hyn yn dal i gael ei gyhoeddi ar Fy Ysgol Leol. Mae’r amserlenni a’r prosesau ar gyfer y System Genedlaethol ar gyfer Categoreiddio Ysgolion yn parhau’r un fath.  
  
Mae hwn yn gam pellach ymlaen o ran ein nod cenedlaethol i ddiwygio atebolrwydd o fewn ein system addysg a sicrhau bod ysgolion, a dysgwyr yn y pen draw, yn cael y gefnogaeth iawn ar yr adeg iawn i'w galluogi i gyflawni eu potensial. Byddaf yn rhoi gwybodaeth reolaidd ichi ynghylch unrhyw ddatblygiadau pellach wrth i'n hadolygiad o atebolrwydd barhau drwy gydol y flwyddyn academaidd newydd hon, gan sicrhau eglurder a chydlyniant o ran y gwerth rydym yn ei roi ar welliant a sut rydym yn ei fesur ar draws y system gyfan.