English: There has been a small increase across the three domains - maths, reading and science - since 2015, which is encouraging. In comparison with 2006, there has been a small increase in maths and reading, but a reduction in science. Now, we must bear in mind that there had been a decline in the three areas in 2009 and 2012, and we are only now getting back to the position of 2006. It is good to see some signs that these results could be back on the right track after a long period of decline, but it is early days and the challenge is a great one. My first question, therefore, is: how confident are you that we will reach the 500 point mark by 2021? I'm pleased, having heard you say it today, that that target remains, but how confident are you that we will reach that target and what are your priorities in terms of the work that needs to be in order to be in that situation in 2021? Because it is clear that we need to continue with the slight progress that we have seen since 2015, but it is a period of huge change in our education system, and the new curriculum needs time to bed in, and we need to provide resources and sufficient opportunities for professional development for our staff. It does concern me that it appears that there is some inconsistency across Wales in terms of how teachers are facing the challenge of the new curriculum. I'm talking here about a study carried out by Cardiff University, which shows that almost 40 per cent of teachers in the pioneer schools don't feel that they are part of the development of the curriculum. Now, I'm talking about 40 per cent in the pioneer schools; it appears that the figure would be quite a bit lower in the schools that aren't part of the introduction of the new curriculum. And I'm sure that you would agree with me that such inconsistencies need to be addressed. So, my second question is: what plans do you have in place to ensure that teachers in all schools are part of the process of introducing the new curriculum? Now, in addition to the work on the curriculum, new assessment arrangements and accountability systems are changing. As a background to all of this, there are teacher recruitment problems, and one in three new teachers leaves the classroom within five years. And, as well as the ambition of reaching that 500 point mark, then it's clear, too - . I do share that ambition, by the way, and am confident that we need to have that ambition in place, but surely we need an injection of consistent funding for schools now and we need to improve teachers' working conditions. Teachers need to be able to allocate their time to teach and inspire our pupils, and we need to make the profession one that is attractive to prospective teachers, leading to the recruitment of more teachers into our schools. We, as a party, have pledged to provide £300 million in addition per annum to school funding, in light of the reduction of 8 per cent in real terms in the funding that has actually happened, and, although one is aware of countries such as Estonia, the teachers do tell us that the financial pressures that they face are hindering their work. We know that far too many of our most experienced teachers have to be made redundant as schools have to operate on smaller and smaller budgets as a result of cuts, and that in turn leads to a large number of children in classes, fewer opportunities to provide attention to individuals' needs, and pastoral work being cut and neglected. And I turn to that final point in conclusion. The report does highlight concerns about the well-being of pupils. This is worrying. They report levels of anxiety and concern that are higher than the international average. So, I would like your response to that, and what you're going to do about it. The children's commissioner, and the children and young people committee, have been drawing attention to the welfare issue for some time now, but it appears that progress is slow, and I would like to know whether you have specific plans in place to tackle this increasing problem in terms of pupil well-being. Thank you.
Welsh: Mae yna gynnydd bychan wedi bod ar draws y tri maes - mathemateg, gwyddoniaeth a darllen - ers 2015, sy'n galonogol. O'i gymharu â 2006, cafwyd cynnydd bychan mewn mathemateg a darllen ond gostyngiad ym maes gwyddoniaeth. Rhaid cofio bod dirywiad wedi digwydd yn y tri maes yn 2009 a 2012 a dim ond megis ailgydio yn sefyllfa 2006 ydym ni rŵan. Mae'n dda gweld arwyddion y gallai'r canlyniadau fod nôl ar y trywydd cywir wedi cyfnod maith o ddirywiad, ond mae hi'n ddyddiau cynnar ac mae'r her yn fawr. Fy nghwestiwn cyntaf i felly ydy: pa mor hyderus ydych chi y byddwn ni yn cyrraedd 500 pwynt erbyn 2021? Dwi'n falch iawn o'ch clywed chi heddiw'n cadarnhau bod y targed yna yn dal yna, ond pa mor hyderus ydych chi y byddwn ni'n ei gyrraedd o a beth ydy'ch blaenoriaethau chi ynglŷn â'r gwaith sydd angen ei wneud er mwyn bod yn y sefyllfa yna yn 2021? Achos mae'n amlwg bod angen parhau efo'r cynnydd bychan yma sydd wedi digwydd rŵan ers 2015, ond mae hi yn gyfnod o newid anferth yn ein system addysg ni, ac mae'r cwricwlwm newydd angen cael cyfle i wreiddio, ac mae angen darparu adnoddau a chyfleoedd digonol ar gyfer datblygiad proffesiynol ein staff ni. Mae'n fy mhryderu i ei bod hi'n ymddangos bod yna anghysondeb mawr ar draws Cymru o safbwynt sut mae athrawon yn ymgymryd â her y cwricwlwm newydd. Dwi'n sôn am astudiaeth mae Prifysgol Caerdydd wedi'i gwneud, sy'n dangos nad yw bron i 40 y cant o athrawon mewn ysgolion arloesi yn teimlo eu bod nhw'n rhan o ddatblygu'r cwricwlwm. Rŵan, dwi'n sôn am 40 y cant mewn ysgolion arloesi; mae'n debyg bod y ffigur yn dipyn is mewn ysgolion sydd ddim yn rhan o'r gyfundrefn o gyflwyno'r cwricwlwm newydd. A dwi'n siŵr eich bod chi'n cytuno efo fi bod anghysondeb fel yna - mae angen cael gwared ohono fo. Felly, fy ail gwestiwn i ydy: beth ydy'r cynlluniau sydd gennych chi i sicrhau bod athrawon ymhob ysgol yn rhan o'r broses o gyflwyno'r cwricwlwm newydd? Ar ben y gwaith cwricwlwm, mae trefniadau asesu a'r systemau atebolrwydd yn newid, ac yn gefndir i hyn oll mae problemau recriwtio athrawon, ac mae un mewn tri o athrawon newydd yn gadael yr ystafell ddosbarth o fewn pum mlynedd. Ac yn ogystal â'r uchelgais o gyrraedd y 500, y targed yma, yn amlwg hefyd - . A dwi'n rhannu'r uchelgais ac yn hyderus bod angen inni fod efo'r uchelgais yna, ond does bosib bod angen chwistrelliad o arian cyson i ysgolion erbyn hyn ac mae angen gwella amodau gwaith athrawon. Mae angen i athrawon fedru neilltuo eu hamser i addysgu ac ysbrydoli ein disgyblion ni, ac mae angen gwneud y proffesiwn yn ddeniadol i ddarpar athrawon, gan arwain at recriwtio mwy i mewn i'n hysgolion ni. Mi ydym ni fel plaid wedi addo darparu £300 miliwn yn ychwanegol y flwyddyn tuag at gyllido ein hysgolion ni yn sgil y gostyngiad o 8 y cant mewn termau real o wariant sydd wedi digwydd, ac, er bod rhywun yn gwybod am sefyllfaoedd fel Estonia ac yn y blaen, mae'r athrawon yn dweud wrthym ni fod y pwysau ariannol maen nhw'n eu hwynebu yn llesteirio eu gwaith nhw. Rydym ni'n gwybod bod llawer gormod o'n hathrawon mwyaf profiadol ni yn gorfod cael eu diswyddo wrth i ysgolion orfod gweithredu ar lai a llai o arian yn sgil toriadau. Ac mae hynny wedyn yn arwain at nifer fawr o blant mewn dosbarthiadau, llai o gyfle i roi sylw i anghenion unigol, a gwaith bugeiliol yn cael ei esgeuluso a'i dorri. A dwi'n troi at y pwynt olaf yna wrth gloi. Mae'r adroddiad yn tynnu sylw at bryderon ynghylch llesiant disgyblion. Mae hyn yn bryderus. Maen nhw'n adrodd am lefelau o ddiflastod a phryder sy'n uwch na'r cyfartaledd rhyngwladol. Hoffwn i gael eich ymateb chi i hynny, a beth rydych chi'n mynd i'w wneud yn ei gylch o. Mae'r comisiynydd plant, a'r pwyllgor plant a phobl ifanc, wedi bod yn tynnu sylw at y broblem llesiant yn benodol ers tipyn o amser rŵan, ond mae'n ymddangos bod y cynnydd yn araf, a hoffwn weld os oes gennych chi gynlluniau penodol i fynd i'r afael â'r broblem gynyddol yma ynghylch llesiant disgyblion. Diolch.