techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Where the local authority decides the matter following a request that it take over responsibility,
Welsh: Pan fydd yr awdurdod lleol yn penderfynu ar y mater yn dilyn cais i gymryd drosodd y cyfrifoldeb,
English: See above for the requirement to give similar information where the decision to take over responsibility arises out of a reconsideration of the IDP.
Welsh: Gweler uchod am y gofyniad i roi gwybodaeth debyg lle mae'r penderfyniad i gymryd drosodd cyfrifoldeb yn deillio o ailystyriaeth o'r CDU.
English: where the decision was not to take over responsibility for the plan, information about the right to appeal that decision to the Tribunal.
Welsh: os penderfynwyd peidio â chymryd cyfrifoldeb dros y cynllun, gwybodaeth am yr hawl i apelio yn erbyn y penderfyniad hwnnw i'r Tribiwnlys.
English: In any event, it
Welsh: Yn sicr,
English: The day on which the request is received does not count towards the 7 week period and if the last day of that period is not a working day, then it should be extended to the next working day.
Welsh: Nid yw'r diwrnod y daw'r cais i law yn cyfrif tuag at y cyfnod o 7 wythnos ac os nad yw diwrnod olaf y cyfnod hwnnw'n ddiwrnod Gwaith, dylid ei ymestyn i'r diwrnod gwaith nesaf.
English: The guidance about timescale requirements imposed by the Code in Chapter 1 is also relevant to this statutory guidance.
Welsh: Mae'r canllawiau am ofynion amserlen a osodir gan y Cod ym Mhennod 1 yn berthnasol i'r canllawiau statudol hyn hefyd.
English: If the local authority decides to take over responsibility for maintaining the IDP, from the date on which the notification referred to in paragraph 26.27 is given, the school or FEI is no longer required to maintain it and the local authority
Welsh: Os yw'r awdurdod lleol yn penderfynu cymryd drosodd y cyfrifoldeb am gynnal y CDU, o'r dyddiad pan roddir yr hysbysiad y cyfeirir ato ym mharagraff 26.27, nid yw'n ofynnol bellach i'r ysgol neu'r sefydliad addysg bellach ei gynnal, a
English: Chapters 12, 15 and 16 deal with a local authority's duty to maintain an IDP for a registered pupil at a maintained school and a student enrolled at an FEI.
Welsh: Mae Penodau 12, 15 ac 16 yn ymdrin â dyletswydd awdurdod lleol i gynnal CDU ar gyfer disgybl cofrestredig mwn ysgol a gynhelir a myfyriwr wedi ei gofrestru mewn sefydliad addysg bellach.
English: If the local authority decides to take over responsibility, the school or FEI
Welsh: Os yw'r awdurdod lleol yn penderfynu cymryd drosodd y cyfrifoldeb,
English: The school or FEI will need to comply with data protection law in providing (including in how it provides) any information to the local authority.
Welsh: Bydd angen i'r ysgol neu'r sefydliad addysg bellach gydymffurfio â chyfraith diogelu data wrth ddarparu (yn cynnwys sut mae'n darparu) unrhyw wybodaeth i'r awdurdod lleol.
English: Chapter 27
Welsh: Pennod 27:
English: Planning for and supporting transition
Welsh: Cynllunio ar gyfer proses bontio a'i chefnogi
English: This chapter focusses on transitions for children and young people with ALN who are moving into, between and out of educational settings.
Welsh: Mae'r bennod hon yn canolbwyntio ar brosesau pontio pan fo plant a phobl ifanc sydd ag ADY yn mynd i mewn i leoliadau addysgol, yn symud rhwng un lleoliad addysgol a'r llall, ac yn gadael lleoliadau addysgol.
English: The chapter sets out general principles and good practice on planning for transitions and highlights the additional support some learners with ALN may require to overcome common issues related to transitions.
Welsh: Mae'r bennod yn nodi egwyddorion cyffredinol ac arferion da wrth gynllunio ar gyfer pontio ac yn rhoi sylw i'r cymorth ychwanegol y gallai fod ei angen ar rai dysgwyr ag ADY i oresgyn problemau cyffredin sy'n gysylltiedig â'r broses bontio.
English: Every child and young person will experience transitions in different ways, and any plans made for additional support need to be developed around their individual needs.
Welsh: Bydd pob plentyn a pherson ifanc yn profi'r broses bontio mewn gwahanol ffyrdd, ac mae angen i unrhyw gynlluniau ar gyfer cymorth ychwanegol gael eu datblygu o gwmpas anghenion unigol y plentyn neu'r person ifanc.
English: The chapter ought to be read in conjunction with the guidance in:
Welsh: Dylid darllen y bennod ar y cyd â'r canllawiau yn y penodau canlynol:
English: Chapter 22 on conducting IDP meetings;
Welsh: Pennod 22 ar gynnal cyfarfodydd CDU;
English: Chapter 23 on the content of an IDP which contains a specific section on transitions;
Welsh: Pennod 23 ar gynnwys CDU sy'n cynnwys adran benodol ar brosesau pontio;
English: Chapter 25 on the review and revision of IDPs;
Welsh: Pennod 25 ar adolygu a diwygio CDU; Pennod 14 ar gyfer plant sy'n derbyn gofal.
English: There is guidance available on transitions within other services relevant to some learners with ALN which may help inform a more holistic approach to transition planning.
Welsh: Mae canllawiau ar gael ar brosesau pontio o fewn gwasanaethau eraill sy'n berthnasol i rai dysgwyr ag ADY, a gallai'r rhain helpu i lywio dull mwy cyfannol o gynllunio ar gyfer pontio.
English: These include:
Welsh: Mae'r rhain yn cynnwys yr isod:
English: information on making transitions from child and adolescent to adult mental health services can be found in guidance developed as part of the Together for Children and Young People Programme
Welsh: mae gwybodaeth am y broses o bontio o wasanaethau iechyd meddwl plant a'r glasoed i wasanaethau iechyd meddwl i oedolion i'w gweld mewn canllawiau a ddatblygwyd fel rhan o'r Rhaglen Law yn Llaw dros Blant a Phobl Ifanc
English: Together for Children and Young People: good transition guidance.
Welsh: Law yn Llaw dros Blant a Phobl Ifanc - Good transition guidance.
English: Available at:
Welsh: Ar gael yn:
English: information on making the transition from children's to adult health care services can be found in NICE guidance
Welsh: mae gwybodaeth am bontio o wasanaethau gofal iechyd plant i wasanaethau gofal iechyd oedolion i'w gweld yng nghanllawiau NICE
English: information on supporting transitions for children and young people who are looked after by the local authority can be found in Welsh Government guidance
Welsh: mae gwybodaeth am gefnogi'r broses bontio ar gyfer plant a phobl ifanc sy'n derbyn gofal gan yr awdurdod lleol i'w gweld mewn canllawiau gan Lywodraeth Cymru
English: Welsh Government (2017) Making a Difference:
Welsh: Llywodraeth Cymru (2017) Gwneud Gwahaniaeth:
English: a guide for the designated person for looked after children in schools.
Welsh: canllaw i'r person dynodedig ar gyfer plant sy'n derbyn gofal mewn ysgolion.
English: Aims of transition planning
Welsh: Nodau cynlluniau pontio
English: All children and young people will go through some transitions during the course of their education and training.
Welsh: Bydd pob plentyn a pherson ifanc yn mynd drwy ambell broses bontio yn ystod ei addysg a'i hyfforddiant.
English: Planning ahead can help deliver a smooth transition which is important for all children and young people in terms of their well-being and their educational and social outcomes.
Welsh: Gall cynllunio ymlaen llaw helpu i sicrhau proses hwylus sy'n bwysig i bob plentyn a pherson ifanc o ran ei lesiant a'i ganlyniadau addysgol a chymdeithasol.
English: There is a link between poor transitions and less successful outcomes, for example,
Welsh: Mae cysylltiad rhwng prosesau pontio gwael a deilliannau llai llwyddiannus, er enghraifft
English: less successful transitions from home to school may lead to subsequent poor attendance and disengagement; and less successful transitions between primary and secondary school are associated with lowered selfesteem and decline in academic progress, combined with increased anxiety and depression.
Welsh: gall prosesau pontio llai llwyddiannus rhwng y cartref a'r ysgol arwain at lefelau presenoldeb gwael ac ymddieithrio; ac mae prosesau pontio llai llwyddiannus rhwng yr ysgol gynradd a'r ysgol uwchradd yn gysylltiedig â lleihad mewn hunan-barch a dirywiad mewn cynnydd academaidd, yn ogystal â lefelau uwch o orbryder ac iselder.
English: Children and young people with ALN may find transitions more challenging than their peers do and consequently, may need additional support to ensure their education or training, including their ALP, is not adversely effected by the transition.
Welsh: Gall prosesau pontio fod yn fwy heriol i blant a phobl ifanc ag ADY na'u cyfoedion, ac o ganlyniad, efallai y bydd angen cymorth ychwanegol arnynt i sicrhau nad yw'r broses bontio'n cael effaith andwyol ar eu haddysg neu eu hyfforddiant, gan gynnwys eu DDdY.
English: Transition planning is usually most effective when a person centred practice approach is adopted, allowing the child, the child's parent, or young person to voice any concerns relating to their next transition.
Welsh: Mae cynlluniau pontio fel arfer yn fwyaf effeithiol pan fabwysiedir dull sy'n canolbwyntio ar yr unigolyn, gan ganiatáu i'r plentyn, rhiant y plentyn, neu'r person ifanc leisio unrhyw bryderon sy'n ymwneud â'i broses bontio nesaf.
English: Discussing the likely changes to the child or young person's education or training can help prepare the learner for transition and highlight what additional support may be required.
Welsh: Trwy drafod y newidiadau tebygol i addysg neu hyfforddiant y plentyn neu'r person ifanc, gellir helpu i baratoi'r dysgwr ar gyfer y pontio a thynnu sylw at ba gymorth ychwanegol y gallai fod ei angen.
English: Some meetings that discuss transition planning will benefit from involving other partners that can help the child or young person understand how transitions will work in practice and what additional support is available to them.
Welsh: Bydd rhai cyfarfodydd sy'n trafod cynlluniau pontio yn elwa ar gynnwys partneriaid eraill a all helpu'r plentyn neu'r person ifanc i ddeall sut bydd y broses bontio'n gweithio'n ymarferol a pha gymorth ychwanegol sydd ar gael iddo.
English: Any additional support identified for transitions can be documented in the child or young person's IDP to enable action to be taken at the relevant time.
Welsh: Gellir cofnodi unrhyw gymorth ychwanegol a nodwyd ar gyfer pontio yn CDU y plentyn neu'r person ifanc fel bod modd cymryd camau ar yr adeg berthnasol.
English: This approach mirrors the arrangements for preparing and reviewing an IDP.
Welsh: Mae'r dull hwn yn adlewyrchu'r trefniadau ar gyfer llunio ac adolygu CDU.
English: Combining transition planning with IDP reviews can therefore be an efficient and effective way of using resources to support the child or young person as they approach a period of transition.
Welsh: Felly, gall cyfuno cynlluniau pontio gydag adolygiadau CDU fod yn ffordd effeithlon ac effeithiol o ddefnyddio adnoddau i gefnogi'r plentyn neu'r person ifanc wrth iddo nesáu at gyfnod pontio.
English: The aim of transition planning is to prepare the child or young person for a significant change in their educational journey.
Welsh: Nod cynlluniau pontio yw paratoi'r plentyn neu'r person ifanc ar gyfer newid sylweddol yn ei daith addysgol.
English: Identifying the changes between settings can help consider what arrangements may be required to ensure the transition is successful.
Welsh: Trwy nodi'r newidiadau rhwng lleoliadau, gellir helpu i ystyried pa drefniadau y gallai fod eu hangen i sicrhau bod y broses bontio'n llwyddiannus.
English: Good transition planning can ease the anxiety caused by unfamiliar environments and help bridge any gaps between settings in terms of the support available to children and young people.
Welsh: Gall cynlluniau pontio da leddfu'r pryder a achosir gan amgylcheddau anghyfarwydd a helpu i bontio unrhyw fylchau rhwng lleoliadau o ran y cymorth sydd ar gael i blant a phobl ifanc.
English: Different types of transition
Welsh: Gwahanol fathau o bontio
English: Transition points in education include moves into, between and out of preschool settings; primary school; secondary school; post-16 education; and special and mainstream education settings.
Welsh: Mae pwyntiau pontio mewn addysg yn cynnwys symud i leoliadau cyn-ysgol; ysgol gynradd; ysgol uwchradd; addysg ôl-16; a lleoliadau addysg arbennig a phrif ffrwd, yn ogystal â symud rhyngddynt ac allan ohonynt.
English: Transitions into and out of specific phases of education may also benefit from further planning.
Welsh: Byddai cynllunio ychwanegol yn fuddiol ar gyfer pontio i mewn ac allan o gyfnodau addysg penodol hefyd.
English: This may include children and young people preparing to make the transition between key stages, or from education and training to independent living.
Welsh: Gall hyn gynnwys plant a phobl ifanc sy'n paratoi i bontio rhwng cyfnodau allweddol, neu o addysg a hyfforddiant i fyw'n annibynnol.
English: Some children and young people may experience other transition points, such as transition to an education setting from detention in relevant youth accommodation or from detention in a hospital under the Mental Health Act 1983; from an education setting into relevant youth accommodation or a hospital; or between relevant youth accommodation places or hospitals.
Welsh: Gall rhai plant a phobl ifanc brofi pwyntiau pontio eraill, megis pontio i leoliad addysg ar ôl cael eu cadw mewn llety ieuenctid perthnasol neu mewn ysbyty o dan Ddeddf Iechyd Meddwl 1983; o leoliad addysg i lety ieuenctid perthnasol neu ysbyty; neu rhwng llety ieuenctid perthnasol neu ysbytai.
English: In some cases, a transition to a new setting will also involve transferring an IDP to another person (a school, FEI or local authority).
Welsh: Mewn rhai achosion, bydd pontio i leoliad newydd hefyd yn golygu pontio CDU i berson (ysgol, sefydliad addysg bellach neu awdurdod lleol) arall.
English: For example, a learner could transition from a maintained school to an FEI, or move from one local authority's area to another.
Welsh: Er enghraifft, gallai dysgwr bontio o ysgol a gynhelir i sefydliad addysg bellach, neu symud o ardal un awdurdod lleol i un arall.
English: In such cases, responsibility for maintaining their IDP may transfer at the same time as the child or young person transitions.
Welsh: Mewn achosion o'r fath, gall y cyfrifoldeb dros gynnal ei CDU drosglwyddo ar yr un pryd ag y mae'r plentyn neu'r person ifanc yn symud.
English: (See Chapter 28 for more information on transfer of responsibility for an IDP).
Welsh: (Gweler Pennod 28 i gael gwybod rhagor am drosglwyddo cyfrifoldeb am CDU).
English: Involving the child, the child's parent or young person in meetings to discuss transitions can be an effective way to take their views into account and plan around their needs.
Welsh: Gall cynnwys y plentyn, rhiant y plentyn neu'r person ifanc mewn cyfarfodydd i drafod y broses bontio fod yn ffordd effeithiol o ystyried ei farn a chynllunio o amgylch ei anghenion.
English: Additionally, research
Welsh: Hefyd, mae ymchwil
English: Additionally, having a single person to co-ordinate transition planning, including organising multi-agency meetings or sharing information across organisations as necessary, can ease the burden on children, young people and their families.
Welsh: Yn ogystal, gall cael un person i gydlynu'r gwaith o gynllunio proses bontio, gan gynnwys trefnu cyfarfodydd amlasiantaethol neu rannu gwybodaeth ar draws sefydliadau yn ôl yr angen, leddfu'r baich ar blant, pobl ifanc a'u teuluoedd.
English: Research on the costs and benefits of transition key workers to support young people making the transition to adulthood can be found at:
Welsh: Gellir dod o hyd i ymchwil i gostau a manteision gweithwyr allweddol pontio i gefnogi pobl ifanc sy'n pontio i fyd oedolion yn:
English: https://gov.wales/costs
Welsh: https://llyw.cymru/costau
English: Early and co-ordinated transition planning will support children and young people with ALN to make positive transitions.
Welsh: Trwy gynllunio prosesau pontio yn gynnar ac mewn modd cydgysylltiedig, gellir cynorthwyo plant a phobl ifanc ag ADY i gael profiad pontio cadarnhaol.
English: It is good practice to view transition planning as an ongoing process rather than a single event, and to tailor it to suit the child or young person's individual needs.
Welsh: Mae'n arfer da gweld cynlluniau pontio fel proses barhaus yn hytrach nag yn un digwyddiad, a theilwra'r broses honno yn ôl anghenion unigol y plentyn neu'r person ifanc.
English: By identifying potential interruptions to the child or young person's education or training, good transition planning can help ensure continuity throughout the transition.
Welsh: Drwy nodi unrhyw beth a allai darfu ar addysg neu hyfforddiant y plentyn neu'r person ifanc, gall cynlluniau pontio da helpu i sicrhau parhad drwy gydol y cyfnod pontio.
English: The IDP can play a key role in planning and supporting children and young people with ALN through their transitions.
Welsh: Gall y CDU chwarae rhan allweddol yn y gwaith o gynllunio cyfnodau pontio ar gyfer plant a phobl ifanc ag ADY, a'u cefnogi drwyddynt.
English: Whilst discussions on known transitions as part of an IDP review may lead to revising the ALP specified in the IDP or describing a place at a particular school or other institution, additional support (which is not ALP) to help a smooth transition
Welsh: Er y gall trafodaethau ar brosesau pontio hysbys fel rhan o adolygiad o CDU arwain at ddiwygio'r DDdY a bennir yn y CDU neu at ddisgrifio lle mewn ysgol benodol neu sefydliad arall,
English: IDP reviews can therefore help guide transition planning.
Welsh: Felly, gall adolygiadau CDU helpu i lywio cynlluniau pontio.
English: Whilst this chapter discusses some key transition points in a child or young person's education pathway, it is important to consider transition planning in a holistic way as part of a child and young person's natural development.
Welsh: Er bod y bennod hon yn trafod rhai pwyntiau pontio allweddol ar lwybr addysg plentyn neu berson ifanc, mae'n bwysig ystyried cynlluniau pontio mewn ffordd gyfannol fel rhan o ddatblygiad naturiol plentyn a pherson ifanc.
English: Some transition planning meetings will benefit from a multi-agency approach that takes account of other relevant services for individuals, such as health, social care, mental health, housing or other support services.
Welsh: Bydd rhai cyfarfodydd i gynllunio proses bontio yn elwa ar ddull amlasiantaethol sy'n ystyried gwasanaethau perthnasol eraill i unigolion, megis iechyd, gofal cymdeithasol, iechyd meddwl, tai neu wasanaethau cymorth eraill.
English: A multiagency approach can help deliver an integrated support package for children and young people with ALN.
Welsh: Gall dull amlasiantaethol helpu i ddarparu pecyn cymorth integredig ar gyfer plant a phobl ifanc ag ADY.
English: Planning for transition
Welsh: Cynllunio ar gyfer pontio
English: Different transition points may require different approaches depending on factors such as the child or young person's specific needs or the nature of the new setting they are transitioning to.
Welsh: Efallai y bydd angen dulliau gweithredu gwahanol ar wahanol bwyntiau pontio, gan ddibynnu ar ffactorau fel anghenion penodol y plentyn neu'r person ifanc neu natur y lleoliad newydd y mae'n pontio iddo.
English: Considering how far in advance transition planning should begin for each new setting may therefore require an individualised approach.
Welsh: Felly, efallai y bydd angen ystyried yr amgylchiadau unigol er mwyn ystyried faint o flaen llaw y dylai gwaith cynllunio'r broses bontio ddechrau ar gyfer pob lleoliad newydd.
English: When to arrange a discussion on transition planning depends on a number of factors, such as the level of support the child or young person requires, or the significance of a transition to the individual.
Welsh: Mae pryd y dylid trefnu trafodaeth ar gynlluniau pontio yn dibynnu ar nifer o ffactorau, megis lefel y cymorth sydd ei angen ar y plentyn neu'r person ifanc, neu arwyddocâd y pontio i'r unigolyn.
English: In some cases, the final IDP review before an expected transition may be sufficient to put in place some additional supporting arrangements for the child or young person.
Welsh: Mewn rhai achosion, gallai'r adolygiad terfynol o'r CDU cyn proses bontio ddisgwyliedig fod yn ddigon i roi rhai trefniadau cefnogi ychwanegol ar waith ar gyfer y plentyn neu'r person ifanc.
English: It is expected planning for a known transition would usually coincide with when an IDP is reviewed.
Welsh: Disgwylir y byddai'r gwaith cynllunio ar gyfer proses bontio hysbys yn digwydd yr un pryd ag adolygu CDU fel arfer.
English: This approach helps ensure that transition planning becomes a regular process in which children and young people become familiar with and feel comfortable discussing how transition may affect them.
Welsh: Mae'r dull hwn yn helpu i sicrhau bod cynlluniau pontio yn dod yn broses reolaidd y mae plant a phobl ifanc yn dod yn gyfarwydd â hi ac yn teimlo'n gyfforddus yn trafod sut y gallai pontio effeithio arnynt.
English: If the transition is due to take place before the next IDP review, it may be appropriate to move forward the IDP review to enable any additional support to be put in place ahead of transition.
Welsh: Os bydd y broses bontio'n digwydd cyn yr adolygiad CDU nesaf, efallai y byddai'n briodol symud yr adolygiad CDU yn ei flaen er mwyn gallu rhoi unrhyw gymorth ychwanegol ar waith cyn y broses bontio.
English: However, in other cases, an IDP review which takes place shortly after a transition to a new setting gives the opportunity for the child, a child's parent, or the young person to discuss their experience and whether any revisions need to be made to their IDP in light of it.
Welsh: Fodd bynnag, mewn achosion eraill, mae adolygiad CDU sy'n digwydd yn fuan ar ôl pontio i leoliad newydd yn rhoi cyfle i'r plentyn, rhiant y plentyn, neu'r person ifanc drafod ei brofiad a thrafod a oes angen gwneud unrhyw ddiwygiadau i'w CDU yn sgil hynny.
English: This may be particularly useful when a young person with ALN has recently started at an FEI.
Welsh: Gall hyn fod yn arbennig o ddefnyddiol pan fydd person ifanc ag ADY wedi dechrau mewn sefydliad addysg bellach yn ddiweddar.
English: Transition planning is not confined to IDP reviews and broader transition planning can take place outside a formal review.
Welsh: Nid yw'r gwaith o gynllunio proses bontio wedi'i gyfyngu i adolygiadau CDU, a gall cynllunio ehangach ddigwydd y tu allan i adolygiad ffurfiol.
English: This may be helpful when discussing and identifying wider support to enable the learner to make an effective transition.
Welsh: Gallai hyn fod o gymorth wrth drafod a nodi cymorth ehangach i alluogi'r dysgwr i bontio'n effeithiol.
English: If, during the course of a discussion on transition planning outside of a IDP review, it becomes clear that the IDP requires a revision, it may be necessary to review the IDP as the description of ALP cannot be revised without a review.
Welsh: Os daw'n amlwg, yn ystod trafodaeth ar gynllunio proses bontio y tu allan i adolygiad CDU, fod angen diwygio'r CDU, efallai y bydd angen adolygu'r CDU gan nad oes modd diwygio'r disgrifiad o DDdY heb adolygiad.
English: See Chapter 25 for information on the review and revision of IDPs.
Welsh: Gweler Pennod 25 am wybodaeth am adolygu a diwygio CDUau.
English: There will however be some transition points that require far longer to plan than others.
Welsh: Fodd bynnag, bydd yn cymryd llawer mwy o amser i gynllunio rhai pwyntiau pontio nag eraill.
English: In some cases, such as the move to further education or independent living, successful planning may need to start at least two years in advance of the transition.
Welsh: Mewn rhai achosion, er enghraifft wrth symud i addysg bellach neu fyw'n annibynnol, gallai fod angen i broses gynllunio lwyddiannus ddechrau o leiaf ddwy flynedd cyn y broses bontio.
English: In these situations, the support of careers advisers may be particularly valuable for the child or young person making the transition.
Welsh: Yn y sefyllfaoedd hyn, gall cefnogaeth cynghorwyr gyrfaoedd fod yn arbennig o werthfawr i'r plentyn neu'r person ifanc sy'n pontio.
English: Some transitions may be unexpected.
Welsh: Gall rhai prosesau pontio fod yn annisgwyl.