Translate the text from English to Welsh.



 
This means that National Categorisation will finish and be replaced by a robust self\-evaluation system where good practice can be shared and failure is urgently addressed.


Parents will now be able to access more up\-to\-date, detailed and informative information. By moving away from categorisation, a summary of each school’s improvement priorities and development plan will be made public and published.


Reviews have shown that pupil assessment and school accountability have too often been blurred, leading to unintended consequences in the classroom.


Assessment should be used in the best interest of pupils, enabling teachers to adjust teaching strategies to support their progress. While accountability, led by Estyn, drives improvement through better transparency and enabling judgement on performance. The framework published today distinctly separates the two.


There will also be more regular Estyn inspections. From September, Estyn will inspect schools under their new framework with plans to increase the number of inspections from September 2024\.


The Minister for Education and Welsh Language, Jeremy Miles said:



> By putting learner progression at the heart of our reforms, we will be supporting every learner to reach their full potential.
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> Assessment and accountability are both critical to raising standards, but they each have a very different role to play, assessment is about understanding an individual pupil’s needs and accountability is about how the school’s overall performance is evaluated. But, the difference between the two has become blurred, which can have a detrimental effect on teaching and learning.
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> By bringing national categorisation to an end we are doing two things. First, replacing it with a framework which sets out clear expectations so that every pupil is supported properly.
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> And second, providing better, and more up to date information on each school’s improvement plans, so that the focus is on learner progression rather than on headline descriptions. I’m confident that this framework will encourage more collaboration between schools, which will deliver high standards and aspirations for all our learners and support their well\-being.


Owen Evans, Chief Inspector at Estyn said:



> We welcome the Welsh Government’s guidance on school improvement for providers across Wales and are fully aligned with this approach.
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> Learner progression and well\-being is at the heart of our work at Estyn and the move away from schools being evaluated with a disproportionate emphasis on a small number of performance measures is reflected in our new approach to inspection for schools and pupil referral units.
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> We will continue to inspect schools and make judgements based on a wide range of evidence and information, covering the breadth of school activity. We are here to provide accountability across education providers in Wales and will continue to work rigorously to ensure all learners get the education and training they deserve, monitoring schools through follow up if standards aren’t high enough.
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> We have made a number of changes to our inspection approach in schools and pupil referral units, including the presentation of inspection reports which will see the removal of summative gradings and the addition of a key overview of findings focussed on a school’s strengths and areas for development. We are confident that this approach will offer meaningful insights which will help providers to improve without shining the spotlight on a judgement.







Translation:


 
Mae hyn yn golygu y bydd categoreiddio cenedlaethol yn dod i ben ac yn cael ei ddisodli gan system hunanwerthuso gadarn lle gellir rhannu arferion da a mynd i'r afael â methiant ar frys.


Bydd rhieni nawr yn gallu cael gwybodaeth fwy diweddar, manwl a chynhwysfawr. Wrth symud oddi wrth gategoreiddio, caiff crynodeb o flaenoriaethau gwella a chynllun datblygu pob ysgol ei ddarparu a'i gyhoeddi.


Mae adolygiadau wedi dangos bod y gwahaniaeth rhwng asesiadau disgyblion a systemau atebolrwydd ysgolion wedi bod yn aneglur yn rhy aml, gan arwain at ganlyniadau anfwriadol yn yr ystafell ddosbarth.


Adnodd i’w ddefnyddio er budd y disgyblion yw asesiadau, gan alluogi athrawon i addasu strategaethau addysgu i gefnogi eu cynnydd. Mae systemau atebolrwydd, ar y llaw arall, dan arweiniad Estyn, yn sbarduno gwelliant drwy sicrhau mwy o dryloywder a’i gwneud yn bosibl pennu dyfarniad ar berfformiad. Mae'r fframwaith a gyhoeddwyd heddiw yn gwahanu'r ddau mewn ffordd bendant.


Cynhelir arolygiadau Estyn yn fwy rheolaidd hefyd. O fis Medi ymlaen, bydd Estyn yn arolygu ysgolion o dan eu fframwaith newydd, ac mae cynlluniau i gynyddu nifer yr arolygiadau o fis Medi 2024\. 


Dywedodd Jeremy Miles, Gweinidog y Gymraeg ac Addysg:



> Drwy roi’r lle canolog i ddysgwyr yn ein camau diwygio, fe fyddwn ni’n cefnogi pob dysgwr i gyrraedd ei lawn botensial.
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> Mae asesu ac atebolrwydd yn hanfodol i godi safonau, ond mae gan y naill a’r llall rôl wahanol iawn i'w chwarae, mae asesu'n ymwneud â deall anghenion disgybl unigol ac mae atebolrwydd yn ymwneud â sut mae perfformiad cyffredinol yr ysgol yn cael ei werthuso. Ond mae'r gwahaniaeth rhwng y ddau wedi mynd yn aneglur, a hynny’n gallu cael effaith andwyol ar yr addysgu a’r dysgu.
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> Drwy ddod â chategoreiddio cenedlaethol i ben, rydyn ni’n gwneud dau beth. Yn gyntaf, gosod fframwaith yn lle’r hen system sy'n nodi disgwyliadau clir fel bod pob disgybl yn cael ei gefnogi'n briodol.
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> Ac yn ail, darparu gwybodaeth well a mwy diweddar am gynlluniau gwella pob ysgol, fel bod y ffocws ar gynnydd dysgwyr yn hytrach nag ar y disgrifiad pennawd. Dw i'n hyderus y bydd y fframwaith hwn yn annog mwy o gydweithio rhwng ysgolion, a fydd yn helpu i gyrraedd safonau uchel a gwireddu uchelgais ar gyfer ein holl ddysgwyr, ac yn cefnogi eu lles.


Dywedodd Owen Evans, Prif Arolygydd Estyn:



> Rydyn ni’n croesawu canllawiau Llywodraeth Cymru i ddarparwyr ledled Cymru ar wella ysgolion, ac rydyn ni’n cyd\-fynd yn llwyr â'r dull gweithredu.
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> Mae cynnydd a lles dysgwyr yn gwbl ganolog i’n gwaith ni yn Estyn, ac mae'r penderfyniad i symud oddi wrth werthuso ar sail pwyslais anghymesur ar nifer fach o fesurau perfformiad yn cael ei adlewyrchu yn ein dull newydd o arolygu ysgolion ac unedau cyfeirio disgyblion.
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> Fe fyddwn ni’n parhau i arolygu ysgolion a phennu dyfarniadau ar sail ystod eang o dystiolaeth a gwybodaeth, gan edrych ar holl weithgarwch yr ysgol. Rydyn ni yma i sicrhau atebolrwydd pob darparwr addysg yng Nghymru, ac fe fyddwn ni’n parhau i weithio'n galed i sicrhau bod pob dysgwr yn cael yr addysg a'r hyfforddiant y mae’n ei haeddu, gan fonitro ysgolion drwy waith dilynol os nad yw’r safonau'n ddigon uchel.
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> Rydyn ni wedi gwneud nifer o newidiadau i'n dull o arolygu ysgolion ac unedau cyfeirio disgyblion, gan gynnwys cyflwyno adroddiadau arolygu heb raddau crynodol, ond sy’n cynnwys trosolwg allweddol o ganfyddiadau sy'n canolbwyntio ar gryfderau ysgol a meysydd i'w datblygu. Rydyn ni’n hyderus y bydd hyn yn cynnig mewnwelediad ystyrlon a fydd yn helpu darparwyr i wella heb dynnu sylw at ddyfarniad.