English: I thank Michelle Brown for her questions and her recognition that this is a live issue for parents and for teachers, and I agree with her. Michelle asked about why this is only being used for infants. As I've explained, I would love to cut class sizes right the way across the education sector, but I have to do it in a way that is cognisant of the budgets that are available to me, cognisant of the fact that there are other programmes that we need to fund to improve education in Wales, and to follow the evidence. This is where the evidence says this money will make the biggest difference. Michelle asked about classes with large numbers of additional learning needs. We do know that some schools do have a higher than national average proportion of children with additional learning needs in that classroom, and that, again, is an area where we know that this money will make the biggest difference, so we will be looking at whether certain classes, where they have large numbers of pupils in them, but also have a significant proportion or a higher number than average of children with additional learning needs - at whether they can benefit from this. The Member is quite right that there are other things that we need to do, and I am perfectly cognisant of that. Again, if I can quote the work that was done by the University of Toronto, and I will quote directly from them, 'the full gains of class size reduction cannot be achieved if it is implemented without paying attention to other factors that support innovative practice. Some of the most important factors include the ways in which teachers and students work together; the curriculum in use; and teachers' opportunities to learn new teaching strategies.' Of course, that's exactly what we're doing. When you say you wanted other details, you are aware - and I know, because you've met with Professor Donaldson yourself, I understand - of our curriculum reform changes. I've already outlined in my statement that we are undertaking a radical reform of initial teacher training. We will publish new teaching standards later on this year. So, this isn't being taken alone. This, again, is following the best international advice, that this policy is being delivered in conjunction with all the other steps and reforms that we know will make sure that this policy is a successful part of our reform programme. And there are budgets associated with all those programmes. I know you know that because you asked very difficult questions about that when I came to the committee - about how I was spending money on the curriculum. So, I know that you're aware of what the budget allocations are, because we answered questions in committee on that. Thank you.
Welsh: Diolch i Michelle Brown am ei chwestiynau a'i chydnabyddiaeth fod hwn yn bwnc llosg i rieni ac athrawon, ac rwy'n cytuno â hi. Gofynnodd Michelle pam mai dim ond ar gyfer babanod y defnyddir hyn. Fel yr eglurais, byddwn i wrth fy modd yn lleihau maint dosbarthiadau ar draws y sector addysg i gyd, ond mae'n rhaid i mi wneud hynny mewn ffordd sy'n ymwybodol o'r cyllidebau sydd ar gael i mi, yn ymwybodol o'r ffaith bod yna raglenni eraill y mae angen i ni eu hariannu i wella addysg yng Nghymru, a dilyn y dystiolaeth. Dyma lle mae'r dystiolaeth hon yn dweud y bydd yr arian hwn yn gwneud y gwahaniaeth mwyaf. Holodd Michelle am ddosbarthiadau gyda niferoedd mawr o anghenion dysgu ychwanegol. Gwyddom fod gan rai ysgolion gyfran uwch na'r cyfartaledd cenedlaethol o blant ag anghenion dysgu ychwanegol yn y dosbarth, ac mae hynny, eto, yn faes lle'r ydym yn gwybod y bydd yr arian hwn yn gwneud y gwahaniaeth mwyaf. Felly byddwn yn ystyried a yw rhai dosbarthiadau, sydd â nifer fawr o ddisgyblion ynddyn nhw, ond hefyd sydd â chyfran sylweddol neu nifer uwch na'r cyfartaledd o blant ag anghenion dysgu ychwanegol - yn ystyried a fyddan nhw'n gallu elwa ar hyn. Mae'r Aelod yn hollol iawn fod pethau eraill y mae angen i ni eu gwneud, ac rwy'n berffaith ymwybodol o hynny. Unwaith eto, os caf ddyfynnu gwaith a wnaed gan Brifysgol Toronto, a byddaf yn dyfynnu yn uniongyrchol o hwn: Ni ellir cyflawni manteision llawn y broses o leihau maint dosbarthiadau os caiff ei rhoi ar waith heb dalu sylw i ffactorau eraill sy'n cefnogi arferion arloesol. Mae rhai o'r ffactorau pwysicaf yn cynnwys y ffyrdd y mae athrawon a disgyblion yn gweithio gyda'i gilydd; y cwricwlwm a ddefnyddir; a chyfleoedd i athrawon ddysgu strategaethau addysgu newydd. Wrth gwrs, dyna'n union beth yr ydym yn ei wneud. Pan fyddwch chi'n dweud eich bod eisiau manylion eraill, rydych chi yn ymwybodol - ac mi wn, oherwydd eich bod wedi cwrdd â'r Athro Donaldson eich hun, rwy'n deall - o'n newidiadau ar gyfer diwygio'r cwricwlwm. Rwyf eisoes wedi amlinellu yn fy natganiad ein bod ni'n ymgymryd â gwaith diwygio radical o hyfforddiant cychwynnol i athrawon. Byddwn ni'n cyhoeddi safonau addysgu newydd yn nes ymlaen eleni. Felly, ni wneir hyn ar ei ben ei hun. Mae hyn, eto, yn dilyn y cyngor rhyngwladol gorau, fod y polisi hwn yn cael ei ddarparu ar y cyd â'r holl gamau a diwygiadau eraill yr ydym yn gwybod fydd yn sicrhau bod y polisi hwn yn rhan lwyddiannus o'n rhaglen ddiwygio. Ac mae cyllidebau yn gysylltiedig â phob un o'r rhaglenni hynny. Gwn eich bod yn gwybod hynny gan eich bod wedi gofyn cwestiynau anodd iawn am hynny pan ddeuthum i i'r pwyllgor - ynglŷn â sut roeddwn i'n gwario arian ar y cwricwlwm. Felly, gwn eich bod yn gwybod beth yw'r dyraniadau cyllideb, gan ein bod wedi ateb cwestiynau ar hynny yn y pwyllgor. Diolch.