Translate the text from Welsh to English.



 
Mae lleihau'r bwlch rhwng cyrhaeddiad y disgyblion hynny sy'n dod o gefndiroedd tlotach a'u cyfoedion yn greiddiol i'n cenhadaeth genedlaethol i godi safonau.

Rydym wedi cyhoeddi heddiw adroddiad gan Ipsos Mori ac WISERD sy'n gwerthuso trydedd flwyddyn y Grant Datblygu Disgyblion, neu'r Grant Amddifadedd Disgyblion fel y'i gelwid pan wnaed y gwerthusia. Mae'r adroddiad yn edrych ar sut y mae ysgolion yn gwario'r Grant Amddifadedd Disgyblion, a barn athrawon ynghylch effaith y grant.

Mae casgliadau'r adroddiad yn bositif iawn. Mae'n dangos ein bod yn gwneud cynnydd pellach o ran nodi anghenion dysgwyr difreintiedig a mynd i'r afael â'r anghenion hynny.

Mae'r adroddiad yn nodi bod nifer o effeithiau cadarnhaol a dymunol wedi dod i'r amlwg dros amser. Mae ysgolion yn gweld cyllid y Grant Amddifadedd Disgyblion yn beth gwerthfawr tu hwnt. Roedd llawer o ysgolion yn credu nad oedd modd rhoi gwerth arno. Roedd llawer o ysgolion wedi cydnabod bod y Grant Amddifadedd Disgyblion wedi bod o gymorth o ran canolbwyntio ar godi ymwybyddiaeth o fynd i'r afael ag anfantais ar draws yr ysgolion, drwy newid agweddau a diwylliant.

Mae'r gallu i gadw cofnod o ddysgwyr sy'n gymwys am brydau ysgolion am ddim wedi gwella ers cyflwyno'r Grant Amddifadedd Disgyblion. Dengys tystiolaeth o'r ysgolion y gwnaed astudiaeth achos arnynt, bod ysgolion yn defnyddio systemau tracio soffistigedig law yn llaw â'u gwybodaeth bersonol o amgylchiadau dysgwyr er mwyn gweld pa ddysgwyr sydd o dan anfantais. Mae hyn yn galluogi iddynt roi cefnogaeth ychwanegol sydd wedi ei thargedu i'r disgyblion hynny. Roedd cyflwyno systemau tracio yn un o brif ganfyddiadau adroddiadau gwerthuso blaenorol. Rwy'n croesawu bod ysgolion yn datblygu'r systemau hyn fel rhan o'r gwaith bob dydd, sydd yn ffordd benigamp o fynd i'r afael a'r broblem hon.

Rydym yn cydnabod bod tystiolaeth feintiol o effaith yn rhywbeth tymor hir a ddaw i'r amlwg gydag amser ond mae'n galonogol bod gwelliannau sylweddol mewn deilliannau mwy meddal wedi dod i'r amlwg, fel:

* Llesiant disgyblion
* Hyder a hunanwerthuso
* Gwell parodrwydd i gymryd rhan mewn gweithgareddau yn yr ystafell ddosbarth.

Mae'r adroddiad hwn yn dystiolaeth gref o'r newid parhaus mewn diwylliant o fewn ysgolion. Mae anghenion unigol dysgwyr wrth wraidd yr holl waith cynllunio a phob disgybl yn derbyn y gefnogaeth sydd ei hangen arnynt i gyflawni hyd eithaf eu gallu.

Mae llawer i'w wneud o hyd, fodd bynnag, ac mae'r adroddiad yn tynnu sylw at y meysydd y mae angen i ni barhau i roi sylw iddynt. Wrth gydweithio â'n Heiriolwr Codi Cyrhaeddiad \- Syr Alasdair MacDonald \- rydym eisoes wedi cychwyn ar y gwaith o gryfhau'r trefniadau yn y meysydd hyn. Bydd hynny yn ein galluogi i wneud hyd yn oed rhagor o gynnydd o ran goresgyn y rhwystrau sy'n cael eu creu gan anfantais.

Mae'r adroddiad hwn yn dystiolaeth bellach bod y Grant Amddifadedd Disgyblion yn allweddol o ran helpu disgyblion i gyrraedd eu potensial llawn. Dyma pam, fel y nodwyd yn y cytundeb rhwng y Prif Weinidog a minnau, ein bod wedi dyblu cyllid y Grant Amddifadedd Disgyblion i'n dysgwyr ieuengaf.

Er mwyn sicrhau bod modd i ysgolion gynllunio a manteisio i'r eithaf ar y cyllid, rydym fel Llywodraeth wedi ymrwymo i gadw'r Grant Amddifadedd Disgyblion dros gyfnod y Cynulliad presennol. 

Dylid cymeradwyo ysgolion a sefydliadau addysgol am wneud cynnydd mor amlwg. Gallwn fod yn falch o'r ffaith bod y bwlch wedi lleihau dros y blynyddoedd diwethaf. Wedi dweud hynny, nid yw hyn yn rheswm i laesu dwylo; mae'r cysylltiad rhwng tlodi a chyrhaeddiad wedi bod yn faen melin am wddf ein system addysg am ormod o amser o lawer.

Gyda'n gilydd, byddwn yn parhau i bwyso a mesur dulliau arloesol ac effeithiol ar gyfer cefnogi ysgolion \- a'r gymuned ehangach \- er mwyn sicrhau bod pawb yn cael y cyfle gorau posibl i wireddu eu potensial yn llawn. 







Translation:


 
Reducing the attainment gap between pupils from poorer backgrounds and their peers is at the heart of our national mission to raise standards.


Today we have published the third year evaluation report by Ipsos Mori and WISERD on the Pupil Development Grant which was known as the Pupil Deprivation Grant (PDG), when the evaluation was undertaken. The report examines how schools are spending the PDG, and teacher’s perceptions of the impact the grant is having.


The findings of the report are very positive and show that we are making further progress in identifying and addressing the needs of disadvantaged learners.


The report notes that there have been a number of positive and promising effects over time. The PDG funding is considered to be hugely valuable by schools and in many of the schools it was considered ‘invaluable’. Many schools have also acknowledged that the PDG has over time helped them to focus and raise the profile of tackling disadvantage across the school changing attitudes and culture.


 


We know that tracking of learners who qualify for free school meals has improved since the introduction of the PDG. Evidence from case study schools showed that they now use sophisticated tracking systems alongside their own knowledge of learners’ circumstances to identify which learners they considered disadvantaged and in need of targeted additional support. The introduction of tracking systems was a key finding from previous evaluation reports and I welcome that schools are developing these systems as part of a ‘business as usual’ embedded approach to tackle deprivation.


 


We recognise that quantifiable evidence of impact is a long term goal that will need time to emerge, but it is encouraging that “substantial improvements in softer outcomes” have been noted, such as:


* Pupil well\-being
* Confidence and self\-esteem
* Increased willingness to participate in classroom activities


This report is strong evidence of a continuing change to the culture in schools, where the individual needs of learners are placed at the heart of planning, and all pupils are given the support they need to achieve their full potential.


There is of course still much to be done and the report usefully directs us to the areas where we need continued focus. Working with our Raising Attainment Advocate – Sir Alasdair MacDonald – we have already started working on strengthening arrangements in these areas to enable even greater progress in overcoming the barriers presented by disadvantage.


This report is further evidence that the PDG is playing a key role in supporting pupils to reach their full potential. That is why, as outlined in the Progressive Agreement reached between myself and the First Minister, we have recently doubled the PDG funding for our youngest learners.


To ensure schools can plan and make full use of the funding, we have also signaled the government’s commitment to the PDG for the lifetime of this Assembly.


We should all applaud schools and settings for the clear progress they are making. We can be proud that the attainment gap has narrowed over recent years. Yet there can be no room for complacency; the link between poverty and attainment has dogged our education system for far too long.


Together, we will continue to explore innovative and effective ways in which we can support schools – and the wider community – to ensure that all learners are given the best possible chance in achieving their full potential.