Translate the text from Welsh to English.



 
### Bore da a chroeso


Mae’n anodd credu bod blwyddyn wedi mynd heibio ers i mi ddod yn Ysgrifennydd y Cabinet dros Addysg. Fel llawer ohonoch, mae’r gobaith o allu cael wyth awr ddi\-dor o gwsg wedi hen ddiflannu. Ond ydi’r cyfan ei werth e? Bendant.


Mae pob un ohonom yn gwybod pa mor bwysig yw addysg. Ein cenhadaeth genedlaethol yw codi safonau, lleihau’r bwlch cyrhaeddiad, a darparu system addysg sy’n destun balchder cenedlaethol.


Mae digwyddiadau fel heddiw’n gyfle perffaith i ni rannu a phrofi ein syniadau. Felly, nid dim ond fi’n unig, neu Graham neu Steve sy’n trafod disgwyliadau – mae’r rhaglen rydym wedi’i llunio ar gyfer heddiw yn gyfrwng i ni rannu meddyliau, syniadau a thystiolaeth.


Dwi ddim yn gwadu bod llawer yn digwydd yn y byd addysg yng Nghymru \- a dwi’n gwybod eich bod chi’n cydnabod hynny hefyd. Ond fy mhrawf syml ar gyfer unrhyw bolisi, diwygiad neu raglen yw gofyn a ydy e’n helpu i godi safonau a lleihau’r bwlch cyrhaeddiad. Fydd e ddim yn cael fy nghymeradwyaeth os nad yw’n bodloni’r prawf.


Dros y 12 mis diwethaf, fy hoff agwedd ar y swydd yw cael teithio o amgylch Cymru i ymweld ag ysgolion a chlywed yn uniongyrchol gan athrawon, rhieni a disgyblion.


Dwi bob amser – bob amser yn cael fy synnu a’m hysbrydoli gan gymaint o benaethiaid ysgolion ledled Cymru.


Mae’n fraint wirioneddol gweld a chlywed sut mae bywydau, teuluoedd a dyfodol pobl yn cael eu newid er gwell gennych chi a’ch cydweithwyr.


Dwi’n gwybod eich bod chi’n byw’r genhadaeth bersonol a phroffesiynol honno i newid bywydau. Ac, wrth gwrs, chawsoch chi mo’ch gorfodi i gyflawni’r genhadaeth genedlaethol roeddwn i’n sôn amdani.


Gallech fod wedi dewis pob math o broffesiynau eraill yn lle. Byddai llawer ohonyn nhw wedi golygu llai o oriau, llai o straen, a llawer llai o graffu cyhoeddus.


Ond alla i ddim meddwl am lawer o broffesiynau mwy anrhydeddus na bod yn arweinydd ysgol.


Felly, hoffwn ddiolch yn fawr i chi am ddilyn y llwybr anodd, ond boddhaol hwn gobeithio – am fod yn rhan allweddol o’r genhadaeth genedlaethol hon i godi safonau yn ein hysgolion a rhoi cyfle i bob plentyn gyflawni ei botensial.


### Arweinyddiaeth


Mae’r Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd (OECD) wedi datgan y dylai arweinyddiaeth fod yn brif ysgogydd ar gyfer diwygiadau addysgol.


Dwi’n cytuno i’r carn, ac nid yw’n rhywbeth a oedd wedi’i flaenoriaethu o’r blaen. Felly, pan ddes i i Lywodraeth roedd ar frig fy agenda.


Dwi’n siŵr bod pawb yn gytûn bod pob ysgol angen arweinwyr ysbrydoledig ar bob lefel i lwyddo, o’r ystafell ddosbarth i swyddfa’r pennaeth.


Dyna pam dwi’n rhoi blaenoriaeth i sefydlu ein Hacademi Genedlaethol ar gyfer Arweinyddiaeth Addysgol ein hunain.


Yn y 7 mis diwethaf, ers sefydlu’r Bwrdd Academi Cysgodol, dan gadeiryddiaeth Ann Keane, dwi wedi cael fy nghalonogi o weld y cynnydd graddol a wnaed.


Bydd yr Academi yn rhoi mynediad i’r dysgu gorau yn y byd. Bydd yn sicrhau ein bod ni’n datblygu doniau heddiw ac yfory yn llwyddiannus, gan weithio gydag ysgolion, awdurdodau lleol, consortia rhanbarthol a phrifysgolion.


A gallaf eich sicrhau chi: mae’r Academi hon yn fuddsoddiad yn arweinwyr y dyfodol, ond mae hefyd yn fuddsoddiad ynoch chi, ein harweinwyr ni heddiw.


Dwi’n credu y dylai arweinwyr fod yn arweinwyr dysgu yn eu hysgolion eu hunain a thu hwnt yn anad dim.


Felly, mae yna nifer o bethau ar droed ar hyn o bryd i sicrhau bod gennym ni arweinwyr ysbrydoledig sy’n gallu manteisio ar y cyfleoedd priodol ac sy’n awyddus i ddatblygu eu sgiliau dysgu proffesiynol eu hunain.


Does dim ots os ydyn nhw am ganolbwyntio’n llwyr ar eu dysgu yn yr ystafell ddosbarth neu am symud i swyddi arwain ffurfiol hyd at, ac yn cynnwys, bod yn bennaeth.


Bydd y safonau addysgu proffesiynol newydd arfaethedig yn cyfuno safonau ar gyfer athrawon ac arweinwyr, gydag arweinyddiaeth yn un o’r pum maes ymarfer ar gyfer yr holl athrawon, nid arweinwyr yn unig.


Yn achos CPCP a darpariaeth gyfredol, rydym wedi’i ehangu drwy weithio’n agos â chonsortia.


Mae yna ymarferwyr yn mynd trwy’r rhaglen hon ar hyn o bryd a byddaf yn gofyn am eu hadborth ar beth sy’n gweithio ac a oes angen gwneud gwelliannau o gwbl.


Felly, er fy mod i’n bendant bod angen datblygu’r CPCP, dwi hefyd yn gwbl glir y dylem gadw’r gofyniad a’r trothwy mynediad ar gyfer bod yn bennaeth.


Dwi’n gwybod ein bod ni’n gofyn llawer gan benaethiaid.


Felly, byddaf yn cyhoeddi cynlluniau peilot arian cyfatebol arloesol yn fuan ar gyfer clystyrau o ysgolion cynradd er mwyn i ni allu ehangu nifer y rheolwyr busnes.


Bydd hyn yn cefnogi arweinwyr ac athrawon i ganolbwyntio mwy ar godi safonau.


Bydd cael rheolwyr busnes ar waith yn rhyddhau mwy o amser i chi ganolbwyntio ar y tasgau rydych chi’n gallu eu cyflawni orau, a oedd yn rhan o’ch cylch gwaith gwreiddiol.


Does neb am weld athrawon a phenaethiaid yn cael eu gorlethu gan waith – mae angen canolbwyntio mwy ar addysgu a llai ar weinyddu.


Dyna un o’r rhesymau pam wnes i gomisiynu’r Arolwg Gweithlu Addysg Cenedlaethol diweddar a weinyddwyd gan Gyngor y Gweithlu Addysg.


Rhoddodd yr arolwg lawer o fanylion am bryderon y gweithlu a thros yr ychydig fisoedd nesaf bydd yn parhau i ddadansoddi’r data er mwyn helpu i lywio ein diwygiadau polisi.


Rydym hefyd wedi bod yn gweithio i nodi biwrocratiaeth ddiangen a newydd lunio a chyhoeddi dogfen gynhwysfawr yn rhoi manylion yr holl ffurflenni data allanol a chasgliadau ystadegol sy’n rhaid i ysgolion eu cwblhau.


Dwi wedi gofyn i’m swyddogion weithio gyda rhanddeiliaid o’r gweithlu addysg i gyd i graffu ar y ddogfen hon a nodi meysydd y gellir eu symleiddio a’u lleihau.


Bydd lleihau llwyth gwaith a biwrocratiaeth yn bwysig iawn wrth i ni symud ymlaen i ddiwygio’r cwricwlwm.


### Diwygio’r Cwricwlwm/Ysgolion Arloesi


Dwi’n parhau i ganolbwyntio ar sicrhau bod rhaglen diwygio’r cwricwlwm yn cael ei gweithredu’n dda ac yn brydlon, gan ddysgu o beth sy’n gweithio yng Nghymru a ledled y byd.


Gwers bwysig o wledydd eraill yw bod pethau’n gallu mynd ychydig yn flêr wrth weithredu diwygiadau.


Dyna pam ein bod wedi gweithio gydag ymarferwyr a’r sector ehangach o’r cychwyn a pham mae consortia’n gweithio gyda ni i sicrhau bod ymarferwyr yn ganolog i’r gwaith o ddatblygu’r cwricwlwm drwy’r dull ysgolion arloesi.


Mae’r dull hwn yn arloesol, dewr ac yn ymddiried yn ein proffesiwn.


Dyma gam bwriadol i ffwrdd o ddull o’r brig i’r bôn y gorffennol, lle mae’r Llywodraeth yn cyfarwyddo, gorchymyn a chosbi, i un lle mae’n darparu arweiniad strategol, yn hwyluso a chefnogi.


Fodd bynnag, mae hefyd yn golygu na allwn ni wybod holl fanylion y cwricwlwm terfynol ar y cam hwn a dwi’n cydnabod y bydd rhai rhanddeiliaid yn teimlo’n anghyfforddus gyda’r dull newydd ar y dechrau.


Ond mae gennym brawf ei fod yn gallu gweithio. Gadewch i ni edrych ar ddatblygiad y Fframwaith Cymhwysedd Digidol. Roedd yr un sefyllfa’n bodoli, yr un cyfle agored ar y cychwyn, yr un angen i greu tîm a chydweithio i gyflawni canlyniad a rennir.


Doedd hi ddim yn hawdd, ond llwyddwyd i gyflawni canlyniad ardderchog, sy’n eiddo i bawb, ac sydd eisoes yn y camau cynnar o ran ymwybyddiaeth a mabwysiadu fel y gwyddoch chi – a dwi’n gobeithio eich bod chi’n rhan ohono.


### Diweddariad Ar Y Cyfnod Sylfaen/Rhwydwaith/Cynllun Gweithredu


wi am bwysleisio pa mor bwysig yw cofio’r hyn rydym wedi’i greu gyda’r Cyfnod Sylfaen wrth i ni ddatblygu ein cwricwlwm newydd.


Mae tystiolaeth yn dangos inni fod y Cyfnod Sylfaen yn gweithio, a’i fod yn gwneud dysgu yn fwy pleserus ac effeithiol.


Pan mae’n cael ei weithredu’n dda, mae’n codi cyrhaeddiad plant yn bendant.


Dwi am sicrhau ein bod ni’n adeiladu ar y cynnydd hwn ac yn parhau i gynorthwyo ein plant ifanc drwy eu blynyddoedd cynnar i wneud yn siŵr eu bod yn cael y dechrau gorau mewn bywyd.


Ond dwi’n credu bod angen llawer mwy o gysondeb ledled Cymru.


Dyna pam y cyhoeddais fis diwethaf y bydd £1 miliwn arall ar gael i ddatblygu sgiliau’r holl staff sy’n darparu’r Cyfnod Sylfaen i blant 3 i 7 oed.


Bydd y cyllid yn cael ei ddefnyddio i ddatblygu Rhwydwaith Rhagoriaeth y Cyfnod Sylfaen, a fydd yn cefnogi’r gwaith o rannu ymarfer effeithiol ac yn gweithio’n agos â Rhwydweithiau Cenedlaethol Gwyddoniaeth a Thechnoleg a Mathemateg, sydd wrthi’n cael eu datblygu. Drwy gydweithio bydd y rhwydweithiau hyn yn cyfrannu tuag at ddatblygu ein cwricwlwm newydd.


### Llesiant


Heb swnio fel rhywun sy’n pregethu i’r cadwedig, rydym yn gwybod pa mor bwysig yw hi i blant fod yn hapus yn yr ysgol fel y gallan nhw ddysgu a ffynnu.


Mae tystiolaeth ryngwladol yn dangos yn glir fod gan blant â lefelau emosiynol,  ymddygiad, a llesiant cymdeithasol uwch, lefelau cyrhaeddiad academaidd uwch ar gyfartaledd. Maen nhw’n cymryd mwy o ran ym mywyd yr ysgol, ac yn nes ymlaen mewn bywyd.


Rhaid i lesiant y plentyn fod wrth wraidd ein system addysg gynhwysol, a dyna pam mae hynny’n rhan amlwg o’n cynllun gweithredu newydd fydd yn cael ei gyhoeddi yn ddiweddarach yn y flwyddyn.


Nid mater o ymyrryd pan fo problemau’n dechrau codi yw e, er bod hynny’n bwysig wrth gwrs. Ond mae hefyd yn golygu hyrwyddo llesiant cadarnhaol, helpu plant i ddatblygu’n unigolion hapus a hyderus sy’n gallu ymdopi â heriau bywyd.


Ac un o’r ‘heriau bywyd’ cynharaf y mae plentyn yn gorfod ei wynebu yw pontio o’r ysgol gynradd i’r ysgol uwchradd. Mae’n brofiad aruthrol.


Mae mynd i’r ‘ysgol fawr’ yn rhywbeth sy’n aros yn y cof i lawer ohonom. Atgofion hapus i rai, profiad brawychus ar y naw i  eraill!


Does dim dwywaith bod ein hysgolion cynradd yn cyflawni dros ein disgyblion. Ond mae’n rhaid i ni wneud llawer mwy i gefnogi’r broses bontio hon yn llwyddiannus, a rhaid i ni edrych ar dystiolaeth o arferion da.


Cymerwch Ysgol Gyfun Porthcawl er enghraifft – mae Estyn wedi’u nodi fel esiampl ragorol o arwain y blaen wrth bontio disgyblion. Ysgol sydd wedi gweithio’n galed i sicrhau bod plant yn pontio mor rhwydd â phosib o’r ysgol gynradd i’r ysgol uwchradd.


Maen nhw’n cydweithio’n agos ag ysgolion bwydo i nodi pa blant fyddai’n ei chael hi’n anodd symud, cyn cysylltu â’r disgyblion a’r teuluoedd er mwyn helpu i ddatrys unrhyw broblemau cyn iddyn nhw symud ysgol. Mae yna grŵp o’r enw ‘Helping Hands’ ar gyfer plant bregus neu orbryderus, grŵp sydd wedi helpu i wella eu llesiant, eu hunanhyder a’u cyfraddau presenoldeb.


Dw i’n gwybod bod llawer o waith da arall yn cael ei wneud ym maes llesiant a phontio.  Mae gan bawb ohonom gyfrifoldeb ar y cyd fel arweinwyr, athrawon a rhieni, i sicrhau bod y broses bontio mor ddidrafferth ac esmwyth â phosib i ddysgwyr ifanc.


Ond chi, fel arweinwyr a phenaethiaid, sy’n hollbwysig wrth eu paratoi ar gyfer y dyfodol.


Gan ddibynnu ar sut rydych chi’n rheoli’r broses bontio hon, byddwch chi’n ffactor allweddol iawn o ran sut maen nhw’n llywio’r siwrnai addysg sydd o’u blaenau. Chi sy’n braenaru’r tir.


Dim pwysau fan’na te!


### Atebolrwydd Ac Asesu


Nawr, dw i eisoes wedi dweud pa mor awyddus ydw i i ymweld â chymaint ag sy’n bosib o ysgolion a gwrando ar eich pryderon chi.


Un o’r pryderon a glywais yw sut fyddwn ni’n cyrraedd nod Llywodraeth Cymru o sicrhau miliwn o siaradwyr Cymraeg erbyn 2050, os nad oes digon o athrawon ar waith.


Mae cynllunio a datblygu’r gweithlu addysg yn rhan hanfodol o gyrraedd ein nod. Byddwn ni’n sicrhau bod pob rhaglen Addysg Gychwynnol Athrawon yn cynnwys datblygu sgiliau Cymraeg fel bod gan bob Athro Newydd Gymhwyso Gymraeg sylfaenol wrth ymuno â’r proffesiwn, a’i fod yn datblygu’r sgiliau hynny wrth gamu ymlaen.


Thema arall sy’n codi’n aml wrth i mi fynd o ysgol i ysgol yw atebolrwydd ac asesu. Dw i wedi gwrando’n ofalus iawn ar y pryderon hynny.


Heb os nac oni bai, bydd asesu ac atebolrwydd yn hollbwysig i godi safonau.


Dw i’n cydnabod y ffaith taw prif bwrpas asesu yw darparu gwybodaeth a allai lywio penderfyniadau ar y ffordd orau i ddatblygu addysg disgyblion, ac adrodd i’w rhieni wedyn.


Trwy wneud hyn, dylai asesiadau wella addysg dysgwyr, gwella dulliau’r athrawon o addysgu a gwella dealltwriaeth rhieni. Dylai asesiadau gael eu defnyddio er budd pennaf eich disgyblion; gan sicrhau eich bod yn gallu addasu’ch strategaethau addysgu i gefnogi eu cynnydd.


Fodd bynnag, dylai asesiadau athrawon fod yn rhan o’n system atebolrwydd hefyd, ac yn aml iawn mae’r ffiniau rhwng y ddau wedi bod yn aneglur, gan arwain at oblygiadau anfwriadol yn yr ystafell ddosbarth.


Dwi wedi gwrando ar y feirniadaeth ac wedi astudio’r dystiolaeth ryngwladol: mae’n bosibl bod diffyg eglurder ar hyn o bryd ynglŷn â gwerthuso a gwella ar lefelau gwahanol ein system.


Dwi’n ystyried opsiynau amrywiol ar hyn o bryd a byddaf yn eu trafod yn fanylach yn y dyfodol agos. Fodd bynnag, dwi am nodi’n glir y bydd mesurau gwelliant priodol ac ategol ar lefel ysgol, ranbarthol a chenedlaethol yn ganolog i’n dull gweithredu.


### Galwad I Weithredu


Felly, gydweithwyr, dw i’n hyderus y bydd ein pwyslais ar arweinyddiaeth, rhagoriaeth addysgu, llesiant a chwarae teg i’n dysgwyr, a chyfrifoldeb ar y cyd – yn fodd i ni gyrraedd y safonau uchaf.


Byddaf yn parhau i ymddiried ynoch a’ch cefnogi i’ch carn.


Yn gyfnewid am hynny, dw i’n gwybod mai’ch dylanwad, eich egni a’ch ymroddiad chi fel arweinwyr fydd yn gweddnewid ein hysgolion, ac yn rhoi’r adnoddau gorau i’r myfyrwyr ddod yn ddinasyddion llwyddiannus, addysgedig sy’n cymryd rhan.


Hoffwn i bawb barhau i gydweithio, a gofalu nad yw cefndir plentyn yn pennu ei ddyfodol.


Gyda’n gilydd, fel bod pawb yn cyflawni i’w lawn botensial.


Gyda’n gilydd, fel bod Cymru’n ar flaen y gad yn y byd addysg.


Gyda’n gilydd, fel bod ein cenhadaeth genedlaethol yn lleihau’r bwlch cyrhaeddiad go iawn, ac yn codi safonau i bawb.


Diolch yn fawr.







Translation:


 
### Good morning and welcome


It hardly seems possible that a whole year has passed since I became Cabinet Secretary for Education. Like many of you, the hope of me ever getting a solid eight hours sleep again has long gone. But is it worth it?  Absolutely.


We all know the importance of education.  It is our national mission to raise standards, reduce the attainment gap, and deliver an education system that is a source of national pride.


Events like today give us the perfect opportunity to share and test our thinking. So, it’s not just me, or Graham or Steve talking to you about expectations – we’ve devised the programme today so that we share thoughts, ideas and evidence.


I don’t deny there’s a lot going on in Welsh education – and I know that you recognise that too. But my simple test for any policy, reform or programme is whether it helps to raise standards and reduce the attainment gap. If it doesn’t meet that test then it doesn’t get my seal of approval.


Over the last 12 months, my favourite part of this job has been getting around the country and visiting schools.  Hearing first hand from teachers, parents and pupils.


I am always – always \- impressed and inspired by so many head teachers across Wales.


It is a real privilege to see and hear of how lives, families and futures are being changed for the better by you and your colleagues.


I know that you live that personal and professional mission to change lives. And, of course, you weren’t conscripted into the national mission I talk about.


There are all sorts of professions you may have chosen instead. Many that would require fewer hours, less stress, and a whole lot less public scrutiny.


But I can’t think of many more honourable professions than being a school leader.


So I would like to thank\-you for taking the hard, but hopefully rewarding route – for being a key part of this national mission to raise standards in our schools and give every child the opportunity to be the best they can be.


### Leadership


Now, the OECD have advised us that leadership must be a prime driver of education reform.


I couldn’t agree more, and it is something that hadn’t been prioritised previously. Therefore, on coming into Government it was right at the top of my agenda.


I’m sure you’ll agree that to succeed, every school needs inspirational leaders at all levels, from the classroom to the headteacher’s office.


This is why I prioritised having our own National Academy for Educational Leadership.


In the last 7 months, since the establishment of the Shadow Academy Board, chaired by Ann Keane, I have been encouraged by the steady progress that has been made.


The Academy will provide access to the best learning in the world.  It will ensure that we successfully develop current and future talent, working with schools, local authorities, regional consortia and universities.


And be in no doubt: this Academy is an investment in future leaders, but also an investment in you, our current leaders.


I believe leaders should, first and foremost, be leaders of learning in their schools and beyond.


So, there are a number of things in train at the moment to make sure we not only have motivational leaders, but leaders with the right access and engagement in their own professional learning.


It doesn’t matter if they want to focus solely on their classroom practice or if they want to move into formal leadership roles up to, and including, headship.


The proposed new professional teaching standards will bring together standards for both teacher and leaders, with leadership being one of the five areas of practice for all teachers, not just leaders.


Where the NPQH is concerned and in respect of current provision, we have now enhanced it through working closely with consortia.


There are practitioners currently going through this programme and I will be asking them for feedback about what’s working and whether further improvements could be made.


So, while I am in no doubt that the NPQH needs to develop, I am also clear that we should maintain the requirement and keep a threshold for entry to headship.


I know that we’re asking a lot of head teachers.


So, I will shortly be announcing innovative match funded pilots for primary school clusters so that we can expand the numbers of business managers.


This will support leaders and teachers to better focus on raising standards.


Having business managers in place will effectively free up more time for you to concentrate on the jobs you are best equipped for, and what you signed up to do.


Nobody wants teachers and head teachers to be overburdened \- we need to focus on more teaching and less admin.


That is one of the reasons why I commissioned the recent National Education Workforce Survey which was administered by the EWC.


The survey provided a great deal of detail on the workforce’s concerns and over the next few months we will continue to analyse the data in order to help guide our policy reforms.


We have also been working at identifying unnecessary bureaucracy and have recently compiled and published a comprehensive document detailing all the external data returns and statistical collections required of schools.


I have tasked my officials to work with stakeholders from across the education workforce to scrutinise this document and identify areas that can be simplified and reduced.


Cutting down workload and bureaucracy will be particularly important as we move forward with curriculum reform.


### Curriculum Reform/Pioneer Schools


I remain focused on ensuring that the curriculum reform programme is implemented well and in a timely way, learning from what works in Wales and across the world.


A key lesson from other countries is that during reform implementation, things can sometimes get a bit messy.


This is why we have engaged with practitioners and the wider sector from the outset and why consortia are working with us to ensure practitioners are at the centre of developing the curriculum through the pioneer schools approach.


The approach is innovative, brave and trusts in our profession.


This is a deliberate step away from the top\-down approach of the past, where the Government directs, instructs and sanctions, to one where it provides strategic leadership, facilitation and support.


However, it also means that we cannot know every detail of what the final curriculum will look like at this stage and I recognise that some stakeholders will find the new approach uncomfortable to begin with.


But we have proof that it can work.  Let’s look at the development of the Digital Competence Framework. The same situation existed, the same open opportunity at the start, the same need to build a team and work together to achieve a shared outcome.


It wasn’t easy, but a superb result was achieved, owned by all, and is already in the early stages of awareness and adoption as you’ll know – and I hope are involved in.


### Foundation Phase Update/Network/Action Plan


I want to highlight how important it is to keep in our minds that while we’re developing our new curriculum, we must not lose what we’ve built with the Foundation Phase.


Evidence shows us that the Foundation Phase is working, and it makes learning more enjoyable and effective.


Where it is being implemented well, it is clearly raising the attainment of children.


I want to make sure we build on this progress and continue to support our young children through their early years to make sure they have the best start in life.


But I believe we need far greater consistency across Wales.


That is why, last month I announced an additional £1 million to develop the skills of all staff who deliver the Foundation Phase for 3 to 7 year olds.


The funding will be used to develop a Foundation Phase Excellence Network, which will support the sharing of effective practice and will work closely with the National Networks in Science and Technology and in Mathematics, which are already being developed. Working together, these networks will contribute towards the development of our new curriculum.


### Wellbeing


Without wanting to preach to the converted, we know how important it is that children are happy at school so they can learn and flourish.


International evidence is clear that children with higher levels of emotional, behavioural, and social wellbeing, on average, have higher levels of academic achievement.  They are more engaged in school, and then later on in life.


The wellbeing of a child must be at the heart of our inclusive education system which is why it will feature prominently in our new action plan when it is published later in the year.


It’s not just a question of intervening when problems start to emerge, although that is of course essential. But it’s also about promoting positive wellbeing, helping children to develop into happy, confident individuals, who are able to cope with life’s challenges.


And one of the early ‘life challenges’ that a child must face is the transition from primary to secondary. It’s a monumental thing.


Going to the ‘big school’ is a memory that probably sticks in most of our minds. For some, it’s a happy memory, for others it’s a memory recalled with a shudder!


I am in no doubt that our primary schools are delivering for our pupils.  But there is so much more we must do to successfully support this important transition, and we must look at evidence of best practice.


Take Porthcawl Comprehensive School – Estyn have cited them as an excellent example of leading the way where transition is concerned. This school has worked hard to make the transition between primary and secondary as smooth as possible for pupils.


They work closely with feeder schools to identify children who might find the move more difficult and then liaises with pupils and families to help resolve any problems before they change schools. There is a ‘Helping Hands’ group for vulnerable or anxious children to join, and it has proven to help them improve wellbeing, self esteem and attendance rates.


I know there is a lot of other good work being done regarding wellbeing and transition. We have a collective responsibility as leaders, teachers and parents, to make that transition for young learners as smooth and painless as possible.


But it is you, as leaders and heads that are crucial in preparing them for what lies ahead.


Depending on how you manage this transition, you will be a major factor in how they navigate the educational journey in front of them. You are setting the course.


So no pressure there, then!


### Accountability \& Assessment


Now, I spoke to you earlier of my keenness to visit as many schools as possible and to listen to your concerns.


One concern I have heard is how we will achieve the Welsh Government’s goal of a million Welsh speakers by 2050, if we haven’t got sufficient teachers in place.


Planning and developing the education workforce is a vital part of reaching our aim. We will ensure that all ITE programmes include Welsh language skills development so that all NQTs have a basic level of Welsh when entering the profession, and develop the skills as they progress.


Another recurring theme that has been brought up with me on my visits around schools is accountability and assessment.  I have listened carefully to these concerns.


I am in no doubt that assessment and accountability will be critical to raising standards.


I recognise that assessment’s prime purpose must be to provide information that can guide decisions about how best to progress pupils’ learning and to report to their parents.


By doing so, assessment should improve learners’ learning, teachers’ teaching and parents’ understanding. It should be used in the best interest of your pupils; enabling you to adjust your teaching strategies to support their progress.


However, teacher assessments also form part of our accountability system and the lines between the two have too often been blurred, leading to unintended consequences in the classroom.


I have listened to the criticism and studied the international evidence: perhaps there is insufficient clarity at different levels of our system regarding evaluation and improvement.


I am currently considering a range of options and will say more about this in the very near future.  However, I am clear that having the appropriate and complimentary measures of improvement at a school, regional, and national level will be at the heart of our approach.


### Call To Action


And so, colleagues, I am confident that our emphasis on leadership, teaching excellence, equity and wellbeing for learners, and collective responsibility – will enable us to reach the highest standards.


I will continue to give you my full support, my whole backing and my trust.


And in return I know that as leaders it will be your influence, energy and dedication which transform our schools, and give students the very best tools to become successful, educated and engaged citizens.


I want us to continue to work together, making sure a child’s background doesn’t determine their future.


Together, so everyone reaches their full potential.


Together, so Wales can become a world leader in education.


Together, so that our national mission truly reduces the attainment gap, and raises standards for all.


Thank\-you – Diolch yn fawr.