techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Tom Giffard. Sadly, in my 12 months here in this place, I've tended to hear regularly that, where we get into a difficult spot, it's always somebody else's fault. Now, being the leader of an administration myself for many years, the buck had to stop with me - [ Interruption.] Yes, of course, Minister.
Welsh: Diolch, Tom Giffard. Yn anffodus, yn fy 12 mis yma yn y lle hwn, rwyf wedi tueddu i glywed yn rheolaidd, pan fyddwn mewn sefyllfa anodd, mai bai rhywun arall ydyw bob tro. Nawr, a minnau'n arweinydd ar weinyddiaeth fy hun ers blynyddoedd lawer, mae'r cyfrifoldeb yn disgyn arnaf fi - [ Torri ar draws.] Gwnaf, wrth gwrs, Weinidog.
English: The Conservative Government should give us the consequential from HS2.
Welsh: Dylai'r Llywodraeth Geidwadol roi'r swm canlyniadol o HS2 i ni.
English: No. The Member has been very generous in accepting interventions, and I've been quite generous with giving him time for that. So, I think you need to conclude now.
Welsh: Na. Mae'r Aelod wedi bod yn hael iawn yn derbyn ymyriadau, ac rwyf wedi bod yn eithaf hael yn rhoi amser iddo wneud hynny. Felly, credaf fod angen ichi ddod i ben yn awr.
English: Sorry about that, James.
Welsh: Mae'n ddrwg gennyf am hynny, James.
English: I think you need to conclude now.
Welsh: Rwy'n credu bod angen ichi ddirwyn i ben yn awr.
English: To conclude, Llywydd, I urge Members to vote for our unamended motion before us today. There's no doubt about it, the structure that we have and the network that we have at the moment is not fit for purpose. We need to get from where we are now to the aspirations captured in the Government's document, so how do we get there? Currently, we haven't got the answer, but people are suffering as a result. Thank you.
Welsh: I gloi, Lywydd, rwy'n annog yr Aelodau i bleidleisio dros ein cynnig heb ei ddiwygio sydd ger ein bron heddiw. Nid oes amheuaeth yn ei gylch, nid yw'r strwythur sydd gennym na'r rhwydwaith sydd gennym ar hyn o bryd yn addas i'r diben. Mae angen inni symud o'r sefyllfa yr ydym ynddi yn awr tuag at y dyheadau a nodir yn nogfen y Llywodraeth, felly sut y gallwn gyrraedd yno? Ar hyn o bryd, nid oes gennym yr ateb, ond mae pobl yn dioddef o ganlyniad. Diolch.
English: The proposal is to agree the motion without amendment. Does any Member object? [ Objection.] Yes, there is objection and, therefore, we will defer the vote until voting time.
Welsh: Y cwestiwn yw: a ddylid derbyn y cynnig heb ei ddiwygio? A oes unrhyw Aelod yn gwrthwynebu? [ Gwrthwynebiad.] Oes. Mae yna wrthwynebiad, ac felly fe wnawn ni ohirio'r bleidlais tan y cyfnod pleidleisio.
English: We'll now take a short break before voting time to prepare the technology for those votes.
Welsh: Fe fyddwn ni nawr yn cymryd toriad cyn y cyfnod pleidleiso i baratoi'r dechnoleg ar gyfer y bleidlais hynny.
English: That brings us to voting time. The first vote this afternoon is on item 8, the Welsh Conservatives debate on the transport network. I call for a vote on the motion tabled in the name of Darren Millar. Open the vote. Close the vote. In favour 15, 10 abstentions, 27 against, and therefore the motion is not agreed.
Welsh: Dyma ni'n cyrraedd y cyfnod pleidleisio. Mae'r bleidlais gyntaf y prynhawn yma ar eitem 8, dadl y Ceidwadwyr Cymreig ar y rhwydwaith trafnidiaeth. Dwi'n galw am bleidlais ar y cynnig a gyflwynwyd yn enw Darren Millar. Agor y bleidlais. Cau'r bleidlais. O blaid 15, 10 yn ymatal, 27 yn erbyn, ac felly mae'r cynnig wedi'i wrthod.
English: I now call for a vote on amendment 1, tabled in the name of Lesley Griffiths. Open the vote. Close the vote. In favour 27, no abstentions, 25 against, and therefore amendment 1 is agreed.
Welsh: Dwi'n galw nawr am bleidlais ar welliant 1, a gyflwynwyd yn enw Lesley Griffiths. Agor y bleidlais. Cau'r bleidlais. O blaid 27, yn ymatal neb, 25 yn erbyn, ac felly mae gwelliant 1 wedi'i gymeradwyo.
English: Amendment 2, tabled in the name of Siân Gwenllian. Open the vote on amendment 2. Close the vote. In favour 37, no abstentions, 15 against, therefore amendment 2 is agreed.
Welsh: Gwelliant 2, a gyflwynwyd yn enw Siân Gwenllian. Agor y bleidlais ar welliant 2. Cau'r bleidlais. O blaid 37, neb yn ymatal, 15 yn erbyn, felly mae gwelliant 2 wedi ei gymeradwyo.
English: We now vote on the motion as amended.
Welsh: Y cynnig wedi'i ddiwygio yw'r bleidlais olaf.
English: Open the vote. Close the vote. In favour 27, 10 abstentions, 15 against. And therefore, the motion as amended is agreed.
Welsh: Agor y bleidlais. Cau'r bleidlais. O blaid 27, 10 yn ymatal, 15 yn erbyn. Ac felly mae'r cynnig wedi ei ddiwygio wedi ei dderbyn.
English: And that concludes voting time, thank goodness.
Welsh: A dyna ddiwedd ar y cyfnod pleidleisio yna, diolch byth.
English: We now move on to the short debate. So, if those leaving the Chamber can do so quietly.
Welsh: Rydyn ni'n mynd ymlaen i'r ddadl fer. Felly, os gwnaiff pawb adael y Siambr yn dawel sydd yn dymuno gadael.
English: If Members can leave the Chamber quietly. We're still in session. I asked for some quiet as you leave the Chamber, please. We're still in session. I'm going to be calling Jenny Rathbone to introduce her short debate. Jenny Rathbone.
Welsh: Os gall yr Aelodau adael y Siambr yn dawel. Mae'r Cyfarfod Llawn yn parhau. Gofynnais am rywfaint o dawelwch wrth ichi adael y Siambr, os gwelwch yn dda. Mae'r Cyfarfod Llawn yn parhau. Rwyf am alw ar Jenny Rathbone i gyflwyno ei dadl fer. Jenny Rathbone.
English: And that brings proceedings to a close today.
Welsh: A daw hynny â'r trafodion i ben am heddiw.
English: I also think that people's attitudes towards education is responsible for some of these absences, and I think that the great pressures on work-life balance have led to a change of attitude. I don't think that children and pupils think that education is as important as it was. That's a strange thing to say, but there's a job of work to do to convince parents about the importance of education once again, because they feel that - . There is anxiety, there are all kinds of other pressures, but, for the first time, we're seeing, with external exams, children phoning in and saying, 'We don't want to do it this week; we'll do it next week.' Well, no, the situation doesn't allow you to do an external exam next week. So, people's attitude towards education, I think, has changed during the pandemic. Online learning has also had an impact, because many pupils think that they can continue to learn online. They've liked the idea of learning from home, and having that sense of learning from their homes, and they are still under the impression that that is okay. And because there are so many COVID absences, many schools have continued with that online provision in part for some cohorts, so that also has been problematic.
Welsh: Dwi'n meddwl hefyd bod agwedd pobl tuag at addysg yn gyfrifol am beth o'r absenoldebau yma, a dwi'n meddwl bod y pwysau mawr ar y cydbwysedd bywyd a gwaith wedi newid agwedd. Dwi ddim yn meddwl bod plant na rhieni yn meddwl bod addysg mor bwysig â beth oedd e. Mae hwnna'n rhywbeth rhyfedd i'w ddweud, ond mae yna waith mawr i'w wneud i ddarbwyllo rhieni ynglŷn â phwysigrwydd addysg unwaith eto, oherwydd eu bod nhw'n teimlo - . Mae yna orbryder, mae yna bob math o bethau, ond, am y tro cyntaf, rŷn ni'n gweld, gydag arholiadau allanol, plant yn ffonio yn dweud, 'Dŷn ni ddim moyn ei wneud e wythnos hyn; fe wnawn ni fe wythnos nesaf.' Wel, na, dyw'r sefyllfa ddim yn caniatáu ichi wneud arholiad allanol wythnos nesaf. Felly, mae agwedd pobl tuag at addysg, dwi'n meddwl, wedi newid yn ystod y pandemig. Mae dysgu ar-lein wedi effeithio hefyd, achos mae yna lot fawr o ddisgyblion yn meddwl eu bod nhw'n gallu parhau i ddysgu ar-lein. Maen nhw wedi hoffi'r syniad o ddysgu o adref a chael y syniad o ddysgu o'u cartrefi, ac maen nhw'n dal o dan yr argraff bod hynny'n iawn. Ac oherwydd bod yna gymaint absenoldebau COVID, mae lot fawr o ysgolion wedi parhau gyda dysgu ar-lein yn rhannol gydag ambell i cohort, felly mae hwnna hefyd wedi bod yn broblematig.
English: It's a very difficult situation, because we as a school have appointed a new inclusion officer to work with our health and well-being officer, because we see so much absence now because of anxiety. And it's not always anxiety related to exams, but anxiety about the school environment in general. They feel that they can't cope with large groups of people, with full corridors, with full classrooms, because they've been working at home, many of these pupils, for a very long time. But what we see a difficulty in doing is getting enough staff to support the pupils. We try to implement things where we can have that online contact with some of these children, to try to get them back in school, because our vision is that we need to get the pupils back in the classroom, not this idea of hybrid or blended learning, because, as Menai and Mary and Hannah have said, there's too much work pressure on teachers to continue with this hybrid system that we did have in place. But having said that, our plans are related to having more staff in schools to be able to succeed in any of our plans, and that's where we're seeing the difficulty at the moment.
Welsh: Mae'n sefyllfa anodd iawn, oherwydd rŷn ni fel ysgol wedi penodi swyddog cynhwysiant newydd i gyd-fynd â'n swyddog iechyd a lles ni, oherwydd ein bod ni'n gweld cymaint o absenoldeb nawr oherwydd gorbryder. A dim bob amser gorbryder yn gysylltiedig ag arholiadau, ond gorbryder am awyrgylch yr ysgol yn gyffredinol - yn teimlo eu bod nhw'n methu ag ymdopi â chynulleidfa, gyda choridorau llawn, gydag ystafelloedd llawn, oherwydd maen nhw wedi gweithio o gartref, lot fawr o'r plant yma, am gyfnod hir iawn. Ond beth rŷn ni'n ei weld yn anodd yw cael digon o staff i gynnal y disgyblion. Nawr, byddwn i'n hoffi - . Rŷn ni'n trio rhoi pethau nawr, ein bod ni yn gallu cael cyswllt ar-lein gyda rhai o'r plant yma, i drio'u cael nhw'n ôl, achos ein gweledigaeth ni yw bod angen y plant nôl yn yr ystafelloedd dosbarth, dim syniad o ddysgu hybrid, oherwydd, fel dywedodd Menai a Mary hefyd, a Hannah, mae yna ormod o bwysau gwaith ar athrawon i barhau â'r system hybrid roedden ni ei gwneud. Ond eto i gyd, mae'n cynlluniau ni yn gysylltiedig â chael mwy o staff i mewn i'r ysgolion i fedru llwyddo gydag unrhyw gynlluniau, a hwnna rŷn ni'n gweld yn anodd ar hyn o bryd.
English: From our experience as a school, it's the older children who are facing the greatest problems in terms of absence. It's been pointed to in the report in terms of year 11 and year 13. I would say that that's true for years 10, 11, 12 and 13 as well. There's nothing in terms of gender, there are no other patterns emerging with us, but there are patterns in terms of children who are sitting exams.
Welsh: O'n profiad ni fel ysgol, y plant hŷn yw'r broblem fwyaf o ran presenoldeb. Mae wedi cael ei amlygu, onid yw e, yn yr adroddiad, blwyddyn 11 a blwyddyn 13. Buaswn i'n dweud blwyddyn 10, 11, 12 a 13. Does dim byd o ran gender, does dim patrymau eraill gyda ni, ond mae yna batrwm o blant sy'n gwneud arholiadau, yn sicr.
English: Yes, very quickly. There are huge amounts applications for holidays during the term, and that will have an impact. I agree with Hannah there.
Welsh: Ie, yn glou iawn. Mae yna gais enfawr nawr am wyliau ar gyfer disgyblion. Dwi'n cytuno â beth mae Hannah yn ei ddweud yn y fan yna - fe fydd e'n effeithio.
English: I would agree entirely with that, because as we've already done, we've appointed an inclusion officer who helps the other officers that we have to get these pupils into the school. Because in terms of our heads of year system, they used to be responsible for this, but that wasn't working because there were too many work pressures, and we couldn't give the time required to these issues. Government grants have helped in this regard, and we've been able to get specialist teachers to look specifically at some focus groups or individuals here and there, but certainly what we do need is more bodies so that we can take action on this. Because what we see across authorities, as we've heard this morning, is that there's a great deal of variation. They too are facing staffing problems, and so on. So, certainly, we do need this provision in the schools themselves, Laura.
Welsh: Byddwn i'n cytuno yn llwyr gyda hynny, fel rŷn ni eisoes wedi gwneud, yn penodi swyddog cynhwysiant sy'n ychwanegol at swyddog iechyd a lles, i gael y plant yma mewn i'r ysgol. Rŷn ni'n teimlo, ar hyn o bryd, yn ein system ni o bennaethiaid blwyddyn yn gyfrifol am hyn, doedd e ddim yn gweithio achos bod yna ormod o bwysau gwaith, a'n bod ni ddim yn gallu rhoi'r amser dyledus iddo fe. Mae grantiau'r Llywodraeth wedi helpu yn hyn o beth, ein bod ni'n gallu cael athrawon arbenigol i edrych yn arbennig ar ambell i grŵp ffocws neu unigolion fan hyn a fan draw, ond yn sicr, beth sydd ei angen yw mwy o gyrff er mwyn i ni allu gweithredu. Oherwydd beth rŷn ni'n gweld ar draws awdurdodau yw bod yna - fel rŷn ni wedi clywed y bore yma - tipyn o wahaniaeth, onid oes, ar draws awdurdodau. Ac maen nhw hefyd yn cael problemau o ran staffio, ac yn y blaen. Felly, yn sicr, mae angen y peth yn yr ysgolion eu hunain, Laura.
English: Thank you, Chair, and good morning, all. I have questions on the policies and guidance of the Welsh Government. We've touched on this already, where you were all saying that you feel that older pupils in particular, perhaps, are feeling disconnected from school and disengaged from school, and perhaps the exam system is responsible for that, to some extent. What, in your view, is the impact of the curriculum and the range of qualifications on pupil absence? Do you think that the new curriculum will support efforts to engage and re-engage with learners, or are we overly dependent on this new curriculum in that regard?
Welsh: Diolch, Cadeirydd, a bore da. Cwestiynau sydd gen i ynglŷn â pholisiau a chanllawiau presennol Llywodraeth Cymru. Rŷn ni wedi cyffwrdd ar hyn yn barod, lle roeddech chi i gyd yn sôn eich bod chi'n teimlo bod disgyblion hŷn yn enwedig, efallai, yn datgysylltu o'r ysgol, ac efallai bod yna fai ar y system arholiadau am hynny. I ba raddau ydych chi'n meddwl bod y cwricwlwm a'r ystod o gymwysterau presennol yn cael effaith ar absenoldeb disgyblion? Ydych chi'n credu y bydd y cwricwlwm newydd yn cefnogi ymdrechion i ymgysylltu ac ailymgysylltu â dysgwyr, neu ydyn ni'n or-ddibynnol ar y cwricwlwm newydd yn hyn o beth?
English: I do think, Sioned, that we are overly dependent on the new curriculum. We have a sense that the curriculum is going to save the world, and truth be told we are already providing a very wide-ranging curriculum in schools. I don't think that what we present for these pupils is going to make a difference. The truth is that it is a very, very difficult time for these pupils and for us, too. I think that the influence of social media and what they do online is vital here, because I feel that these problems come into schools now and that children now feel that if they're at home they have more freedom, and then they don't want to come back into school. And that's very difficult to tackle, whatever the curriculum offers them.
Welsh: Dwi yn meddwl, Sioned, ein bod ni'n or-ddibynnol ar y cwricwlwm newydd. Rŷn ni dan ryw syniad bod y cwricwlwm newydd yn mynd i achub y byd, ac mewn gwirionedd rŷn ni'n gweithredu cwricwlwm eang yn barod mewn ysgolion. Dwi ddim yn meddwl bod beth rŷn ni'n cyflwyno i'r plant yma yn mynd i wneud gwahaniaeth. Y gwir yw, mae'n gyfnod anodd iawn, iawn arnyn nhw, ac arnon ni. Dwi'n meddwl bod dylanwad y gwefannau cymdeithasol a beth maen nhw'n ei wneud ar-lein yn allweddol, oherwydd dwi'n teimlo bod y problemau yna'n dod i mewn i'r ysgolion hefyd, bod plant hefyd yn teimlo os ydyn nhw adref bod mwy o ryddid gyda nhw, ac wedyn dydyn nhw ddim yn moyn dod nôl i gaethiwed ysgol. Ac mae hwnna yn ei hunan yn anodd, beth bynnag sydd gan y cwricwlwm i'w gynnig.
English: Thank you. In their written evidence to the committee, Estyn have stated that there is an increased concern about the cases of using reduced timetables with young people. Are you aware of this as an issue that is causing concern? Llinos.
Welsh: Diolch. Yn ei dystiolaeth ysgrifenedig i'r pwyllgor, mae Estyn wedi awgrymu bod yna bryder cynyddol am nifer yr achosion o ddefnyddio amserlenni llai gyda phobl ifanc. A ydych chi'n ymwybodol o hyn fel mater sy'n peri pryder? Llinos.
English: Are we talking, Sioned, about what we could call a 'bespoke curriculum'? Because the truth is, for the first time ever, we've used many more of these just as bait to try to get pupils back into school, because - . We're talking about the education welfare officers. Before they're willing to look at a pupil's case now, they have to have been absent for 10 days, but the truth is if we haven't made plans with them before we refer, they don't want to look at a case. So, what we try to do is to persuade children to come in, provide a bespoke curriculum, as we call it, for them, to encourage them perhaps to give them that incentive: 'Well, come back for part of the day.' It's not the right thing to do, but, again, that's the only way we can get some of these children back into school. It's incredible these little things that we're trying to do to adapt, and there are even a lot in years 10 and 11 who want to drop subjects to cut down on work pressures; they might want to do one subject instead of three. But, of course, there are implications to that, too, in what we are to do with that pupil when they're meant to be in the classes for the second and third subjects. But we are doing much more of this, because that's the only solution that we have to get the children back for part of the day.
Welsh: A ydym ni'n sôn, Sioned, am beth fydden ni'n galw yn ' bespoke curriculum ', bod ni'n ceisio - ? Achos y gwir yw, am y tro cyntaf erioed, rŷm ni wedi defnyddio lot mwy ohono fe dim ond fel abwyd i geisio cael disgyblion nôl, oherwydd os rŷm ni moyn i'r - . Rŷm ni'n sôn am yr education welfare officers. Cyn bod nhw'n fodlon edrych ar ddisgybl nawr, mae'n rhaid bod nhw wedi bod yn absennol am 10 diwrnod, ond hefyd y gwir yw os nad ydym ni wedi gwneud cynlluniau gyda nhw cyn bod ni'n cyfeirio, dŷn nhw ddim yn moyn edrych arno fe. Felly, beth rŷm ni'n treial ei wneud yw perswadio plant i ddod nôl, rhoi cwricwlwm - ' bespoke curriculum ' fel rŷm ni'n galw fe - i'w hannog nhw efallai, treial rhoi abwyd, 'Wel, dewch nôl am gyfnod o'r dydd.' Nawr, dyw e ddim y peth iawn i'w wneud, ond eto i gyd, dyna'r unig ffordd rŷm ni'n gallu cael rhai o'r plant yma nôl i'r ysgol. Mae'n anhygoel y pethau bach rŷm ni'n ceisio eu gwneud i addasu, hyd yn oed lot fawr ym mlynyddoedd 10 ac 11 sydd yn moyn gadael pynciau er mwyn torri pwysau gwaith, yn moyn gwneud un pwnc yn lle tri phwnc. Ond, wrth gwrs, mae goblygiadau i hwnna o ran beth rŷm ni'n wneud gyda'r plentyn yna amser maen nhw i fod yn yr ail a'r trydydd pwnc. Ond y gwir yw rŷm ni'n gwneud tipyn mwy ohono fe, oherwydd dyna'r unig ateb sydd gyda ni i gael y plant nôl am ran o'r dydd.
English: Thank you. I think the concerns that Estyn had expressed were related to the fact that pupils were on these timetables for too long a time. Perhaps they weren't always being reviewed appropriately. But, I do accept the points that all of you have made. May I ask to what extent the additional funding from the Welsh Government has been effective in tackling absenteeism following the COVID disruption? You've all touched on this already, but perhaps you could also talk a little bit about staff capacity in schools and other bodies in this regard.
Welsh: Diolch. Dwi'n meddwl roedd y pryderon roedd Estyn wedi'u mynegi o amgylch y ffaith bod disgyblion ar yr amserlenni hyn am gyfnod rhy hir. Efallai eu bod nhw ddim wastad yn cael eu hadolygu'n briodol. Ond, rwy'n derbyn y pwyntiau rydych chi i gyd wedi'u cyfrannu. Allaf i ofyn i ba raddau mae'r cyllid ychwanegol gan Lywodraeth Cymru wedi bod yn effeithiol o ran mynd i'r afael ag absenoldebau yn sgil y tarfu o ganlyniad i COVID-19? Rydych chi i gyd wedi cyffwrdd ar hyn yn barod, ond efallai y gallech chi sôn hefyd ynglŷn â chapasiti staff mewn ysgolion a chyrff eraill yn hyn o beth hefyd.
English: Sioned, I've already said that this funding has been vital for us as a school. Recruiting staff to do these jobs has been a huge problem. This year, for example, we recruited without knowing that the grant was coming, and we did that in the hope that it would come. If we leave it until we are assured that the grant will be received, there won't be people out there in the profession for us to employ. We look at the core subjects more than anything, Welsh teachers are like gold dust, English teachers are like gold dust. So, getting that capacity has been very challenging. But, we have certainly benefited from the funding. We've also benefited from the transition project between primary and secondary from the Government, to provide more bodies in school, and also the newly qualified teacher scheme, where a newly qualified teacher was also funded for a year in several schools.
Welsh: Fi eisoes, Sioned, wedi sôn am y ffaith bod yr arian yna wedi bod yn allweddol i ni fel ysgol. Mae recriwtio staff i wneud y swyddi wedi bod yn broblem enfawr. Fe wnaethom ni eleni, er enghraifft, recriwtio heb wybod bod y grant yn dod, yn y gobaith y byddai'n dod. Os ydych ni'n gadael e tan ein bod ni'n gwybod bod y grant, does yna ddim pobl mas yn y proffesiwn. Rydyn ni'n edrych ar y pynciau craidd yn fwy na dim, ac mae athrawon Cymraeg fel aur, athrawon Saesneg fel aur. Felly, mae cael y capasiti yna wedi bod yn anodd iawn. Ond, yn sicr iawn, rydyn ni wedi elwa. Rydyn ni hefyd wedi elwa o'r cynllun pontio cynradd-uwchradd gyda'r Llywodraeth, rydyn ni wedi gallu darparu mwy o gyrff, a hefyd y cynllun athrawon newydd gymhwyso, pan ariannwyd athro newydd gymhwyso ar gyfer y flwyddyn mewn sawl ysgol hefyd.
English: Thank you. One final question from me. I just wanted to ask whether you agree with the view expressed in Meilyr Rowlands's report that there was a broad consensus pre-pandemic regarding what constituted best practice for improving attendance. And, what, in your view, would be the consequences of having a national threshold for defining persistent absenteeism?
Welsh: Diolch. Un cwestiwn olaf gen i. Rwyf eisiau gofyn ydych chi'n cytuno â'r farn a fynegwyd yn adroddiad Meilyr Rowlands fod consensws eang cyn y pandemig ynghylch beth oedd yr arferion gorau ar gyfer gwella presenoldeb. Hefyd, beth, yn eich barn chi, fyddai canlyniadau cael trothwy cenedlaethol ar gyfer diffinio absenoldeb parhaus?
English: We're never going to get back to a situation as it was pre pandemic. We've lost two years, and I think it's going to take a very long time for us to return to the position where we were. I think we need a campaign for parents to reconsider the importance of education, not to punish them, but to encourage them to do that by showing the impact of not attending school on their children. Because a punishment or a sanction, as Mary said, isn't going to work. But I do think we need to make them feel guilty about the fact that, 'If my child isn't at school, I'm disenfranchising them from special and particular opportunities.' And I think that's what it is - a national campaign. We as schools can't do it. It should be a national campaign to demonstrate the importance of education for every child, and the importance of being part of a community at a school.
Welsh: Dŷn ni byth yn mynd i ddod nôl i sefyllfa fel oedd hi cyn y pandemig. Rŷn ni wedi colli dwy flynedd, a dwi'n meddwl ei fod e'n mynd i gymryd amser hir inni ddod nôl i efallai le roedden ni. Dwi'n meddwl bod eisiau ymgyrch fan hyn ar gyfer rhieni i ailystyried pwysigrwydd addysg, nid i'w cosbi nhw, ond i'w hannog nhw i ddangos effaith peidio â bod yn yr ysgol ar eu plentyn nhw. Achos dyw cosb, fel dywedodd Mary, ddim yn mynd i weithio. Ond dwi'n meddwl bod angen eu hala nhw i deimlo'n euog ynglŷn â'r ffaith, 'Os nad yw fy mhlentyn i yn yr ysgol, dwi'n eu hamddifadu nhw o gyfleoedd arbennig', a dwi'n meddwl mai hwnna yw e - ymgyrch genedlaethol, achos gallwn ni fel ysgolion ddim ei wneud e, i ddangos pwysigrwydd addysg i bob plentyn, a phwysigrwydd bod mewn cymuned mewn ysgol.