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Our national mission is to achieve high standards and aspirations for all and we will do this by investing in all our young people and by tackling the impact of poverty on educational attainment. Realising this shared ambition means building on progress already made, learning from effective practice, and ensuring that the knowledge and resources available are targeted to deliver the outcomes we all want to see.


Our education system is a source of national pride and confidence. But we also know that there is too much variation between schools and between geographical areas. This is a challenge we tackle as a shared endeavour and moral imperative. That means all parts of the system pulling together resolutely and to best effect – a system, based on a spirit of collaboration not competition, and with learner progression, achievement and wellbeing – and the wellbeing of people working within the system – as a mainstay.  I want schools to be confident they are receiving the very best advice and support, and that they can access this consistently across Wales. 


An approach to collaborative working and supporting school improvement across Wales has been in place for nearly ten years.  Much has changed during that time with our wide\-reaching reform programme delivering a new curriculum and a new approach to supporting learners with additional needs. 


Following statements I made in January this year, work has been undertaken with schools, Local Authorities, Regional partners and Estyn to help build understanding and describe developments in relation to the future school improvement and information landscape. An emerging and consistent theme from these discussions has been the importance of building more collaboration between schools and at all levels across the system.


The recently published school improvement guidance sets out how our approach should evolve over coming years to support the new curriculum, providing a national framework to help focus on a shared set of priorities.  This is also embedded in the Shared Understanding of Progression.  Our future approach should prioritise collaboration – both within and between clusters – to deliver a consistent approach to learner progression across Wales, and collaboration towards the same set of national improvement priorities.  Efforts across all parts of the system which impact on school improvement need to evolve to achieve this focus and simplicity.  Alongside this, we need to ensure foundational elements of curriculum support are consistent across Wales to create the platform for engagement and national coherence.  Our partnership working with Regional Consortia and Partnerships and Local Authorities on curriculum design, progression and assessment are developing to support schools. 


Within this context, and recognising that the education system is complex with partners having differing statuses, functions, priorities and alignments, acknowledgment that now is the right time to review the future direction and roles and responsibilities of partners, and further develop collaborative school improvement arrangements to support our national mission.  This will provide the means to consider in a collective, timely and transparent way what the system needs as we look to the future. This sits alongside and complements the important work we are taking forward with partners looking at workload pressures, with the review providing an opportunity to support the creation of space for positive, supportive, purpose\-driven collaboration through reducing unnecessary bureaucracy.


Today I am setting out how the commitment in our national mission action plan – to review the future direction, and roles and responsibilities of partners, and to further develop collaborative school improvement arrangements – will be taken forward.  I am pleased to announce that Professor Dylan E Jones has agreed to lead this important and timely review, the aims of which are: 


* To clarify the roles and responsibilities of organisations and partners in the education system, how they can work together to support learners and practitioners and foster collaboration within and between clusters.
* To set expectations for school improvement arrangements for the Welsh education system which build upon current effective practice, reflect evidence and experiences from within Wales and internationally in this area.
* To explore the features of the current system, identifying what works well and less well, and how improvements might be made.
* To understand the breadth of views and experiences from across the system, sensitive to the pressures and of day\-to\-day activities continuing.
* To identify how capacity, collaboration and ways of working can be improved for the benefit of learners and all those who support learners across Wales.
* To help shape thinking so that there is a clear approach going forward; an approach which we can be confident is fit for the future.


Professor Jones has a unique, detailed and broad knowledge of our education system.  He is Deputy Vice\-Chancellor of the University of Wales Trinity Saint David, has led the Strategic Education Delivery Group during the period of education reforms – a group established to facilitate collaborative working and alignment of activities; driving collective efficacy across the organisations with critical roles – has chaired a Welsh Government School Practitioner Panel, and was previously an Independent Estyn Peer Inspector. Professor Jones is also a well\-respected former headteacher of a large 3\-19 Welsh Medium school.  In taking forward the review Professor Jones will work closely with schools and education partners placing the needs of the learner first.


I expect the review to report to me in time for me to share its outcomes in March 2024\.







Translation:


 
Nod ein cenhadaeth genedlaethol yw sicrhau safonau a dyheadau uchel i bawb, ac rydym am wneud hyn drwy fuddsoddi yn ein holl bobl ifanc a thrwy fynd i’r afael ag effaith tlodi ar gyrhaeddiad addysgol. Mae gwireddu’r uchelgais gyffredin honno’n golygu bod angen adeiladu ar y cynnydd a wnaed eisoes, dysgu o’r arferion effeithiol, a sicrhau bod yr wybodaeth a’r adnoddau sydd ar gael yn cael eu targedu i gyflawni’r canlyniadau yr ydym i gyd am eu gweld.


Mae ein system addysg yn destun balchder a hyder cenedlaethol. Ond rydym hefyd yn gwybod bod gormod o amrywiaeth rhwng ysgolion a rhwng ardaloedd daearyddol. Mae hon yn her yr ydym yr ydym yn mynd i’r afael â hi gyda’n gilydd o reidrwydd moesol. Mae hynny’n golygu bod angen i bob rhan o’r system fod yn benderfynol o gydweithio i’r perwyl gorau – hynny yw, system sy’n seiliedig ar ysbryd o gydweithio nid cystadleuaeth, ac un lle y mae cynnydd, cyflawniad a lles dysgwyr – gan gynnwys lles pobl sy’n gweithio fel rhan o’r system – yn ganolog i’r cyfan. Rwyf am i ysgolion fod yn hyderus eu bod yn derbyn y cyngor a’r gefnogaeth orau bosibl, a bod hyn ar gael yn gyson ledled Cymru. 


Mae cydweithio a chefnogi ysgolion i wella wedi bod yn digwydd ledled Cymru ers bron i ddeng mlynedd. Mae llawer wedi newid yn ystod y cyfnod hwnnw, ac mae ein rhaglen ddiwygio bellgyrhaeddol yn darparu cwricwlwm newydd a dull newydd o gefnogi dysgwyr ag anghenion ychwanegol. 


Yn dilyn datganiadau gen i ym mis Ionawr eleni, gwnaed gwaith gydag ysgolion, awdurdodau lleol, partneriaid rhanbarthol ac Estyn er mwyn meithrin dealltwriaeth a disgrifio datblygiadau mewn perthynas â gwella ysgolion a gwybodaeth i’r dyfodol. Mae pwysigrwydd ysgogi mwy o gydweithio rhwng ysgolion ac ar bob lefel ar draws y system yn thema barhaus sy’n dod i’r amlwg yn sgil y trafodaethau hyn.


Mae’r canllawiau ar wella ysgolion a gyhoeddwyd yn ddiweddar yn nodi sut y dylai’r dull gweithredu esblygu dros y blynyddoedd nesaf i gefnogi’r cwricwlwm newydd, gan ddarparu fframwaith cenedlaethol i helpu i ganolbwyntio ar set o flaenoriaethau cyffredin. Mae hynny hefyd wedi’i bwysleisio yn y Ddealltwriaeth Gyffredin o Gynnydd. Dylai ein dull gweithredu yn y dyfodol flaenoriaethu gweithio ar y cyd – mewn clystyrau a rhwng clystyrau – i ddarparu dull cyson o ymdrin â chynnydd dysgwyr ledled Cymru, a chydweithio tuag at yr un set o flaenoriaethau cenedlaethol ar gyfer gwella. Mae angen i ymdrechion ar draws pob rhan o’r system sy’n effeithio ar wella ysgolion esblygu i gyflawni’r ffocws a’r symlrwydd hwnnw. Ochr yn ochr â hyn, mae angen inni sicrhau bod elfennau sylfaenol o gymorth ar gyfer y cwricwlwm yn gyson ledled Cymru i greu’r llwyfan ar gyfer ymgysylltu a chydlyniant cenedlaethol. Mae ein ffordd o weithio mewn partneriaeth â’r Consortia Rhanbarthol a’r Partneriaethau ac Awdurdodau Lleol wrth ddylunio ac asesu’r cwricwlwm ac wrth weithio ar egwyddorion gwneud cynnydd yn datblygu i gefnogi ysgolion. 


Yn y cyd\-destun hwn, a chan gyfaddef bod y system addysg yn gymhleth am fod gan bartneriaid wahanol statws, swyddogaethau, blaenoriaethau a strwythurau, cydnabyddir mai nawr yw’r amser iawn i adolygu cyfeiriad a rolau a chyfrifoldebau partneriaid yn y dyfodol, a datblygu trefniadau cydweithredol pellach i wella ysgolion i gefnogi ein cenhadaeth genedlaethol.  Bydd hyn yn fodd i ystyried beth sydd ei angen ar y system mewn ffordd gyfunol, amserol a thryloyw wrth inni edrych tua’r dyfodol. Mae hyn yn ategu ac yn gydnaws â’r gwaith pwysig rydym yn ei wneud gyda phartneriaid i edrych ar y pwysau o ran llwyth gwaith, ac mae’r adolygiad yn hwyluso’r ffordd i greu cyfle ar gyfer cydweithio cadarnhaol, cefnogol, pwrpasol drwy leihau biwrocratiaeth ddiangen.


.Heddiw rwy’n amlinellu sut byddwn yn symud ymlaen ar sail ymrwymiad cynllun gweithredu cenhadaeth ein cenedl – i adolygu llwybrau cyfeiriad partneriaid i’r dyfodol, a’u rolau a’u cyfrifoldebau, ac i ddatblygu ymhellach drefniadau cydweithredol i wella ysgolion.  Mae’n bleser gen i gyhoeddi bod yr Athro Dylan E Jones wedi cytuno i arwain yr adolygiad pwysig ac amserol hwn. Ei amcanion yw: 


* Rhoi eglurder ar rolau a chyfrifoldebau sefydliadau a phartneriaid yn y system addysg, sut gallant gydweithio i gefnogi dysgwyr ac ymarferwyr a meithrin cydweithrediad o fewn a rhwng clystyrau.
* Pennu disgwyliadau o ran trefniadau gwella ysgolion ar gyfer system addysg Cymru, gan adeiladu ar arferion effeithiol presennol, ac adlewyrchu tystiolaeth a phrofiadau o Gymru ac yn rhyngwladol yn y maes hwn.
* Archwilio nodweddion y system bresennol, nodi beth sy’n gweithio’n dda ac yn llai da, a sut y gellid gwneud gwelliannau.
* Deall ehangder y safbwyntiau a’r profiadau o bob rhan o’r system, gan fod yn ystyriol o’r pwysau ac o’r gweithgareddau o ddydd i ddydd sy’n parhau.
* Nodi sut y gellir gwella capasiti, dulliau cydweithio a ffyrdd o weithio er budd dysgwyr a phawb sy’n cefnogi dysgwyr ledled Cymru.
* Helpu i lywio barn fel bod dull clir wrth symud ymlaen; a bod gennym ddull y gallwn fod yn hyderus ohono sy’n addas ar gyfer y dyfodol.


Mae gan yr Athro Jones wybodaeth unigryw, fanwl ac eang o’n system addysg. Ef yw Dirprwy Is\-Ganghellor Prifysgol Cymru y Drindod Dewi Sant. Arweiniodd y Grŵp Cyflwyno Addysg Strategol yn ystod y cyfnod o ddiwygio addysg – grŵp a sefydlwyd i hwyluso cydweithio ac alinio gweithgareddau; gan hyrwyddo effeithlonrwydd pob sefydliad sydd â rolau hanfodol. Mae wedi cadeirio Panel Ymarferwyr Ysgolion i Lywodraeth Cymru, a bu’n Arolygydd Cymheiriaid Annibynnol i Estyn. Mae hefyd yn gyn\-bennaeth uchel ei barch mewn ysgol cyfrwng Cymraeg fawr i ddysgwyr 3\-19\. Wrth ymgymryd â’r adolygiad, bydd yr Athro Jones yn cydweithio’n agos ag ysgolion a phartneriaid addysg, gan roi’r lle blaenaf i anghenion y dysgwr.


Rwy’n disgwyl cael adroddiad ar sail yr adolygiad mewn pryd imi gael rhannu ei gasgliadau ym mis Mawrth 2024\.