English: Can I thank the Chair of the committee for her comments? As I said in answer to Llyr Huws Gruffydd, there is no slight intended towards the work of the committee. It is the start of the financial year and schools need to know their budgets. We've had to make that announcement prior to the publication of the report. And just for clarity, many Members have been greatly exercised this afternoon about me announcing this money first to a party conference on Saturday morning. Let me assure all the Members the first people who knew about the additional resources were the schools. I announced this to individual schools in March. It is schools up and down this nation that first heard about this resource, and I want to assure all Members of that in the grant allocations that were sent to them in March. Lynne, I share your concerns around using this resource, as I said to Michelle Brown, just for catch-up, and not to recognise individual children who are more able and talented. I've been clear today, I hope, and I was clear in the committee evidence that I gave you, that I expect all children to be benefiting from these resources, and I will be expecting the regional consortia advisers, both individual ones in individual schools, as well as the co-ordinator for the entire consortia, to be asking these questions in schools of headteachers about how this resource is being used. And I have been very clear about my expectations that those questions are to be asked. This money is there for every child who is eligible to reach their full potential. The issue around resilience in GCSEs is an ongoing piece of work; it's not a one-off piece of work. We've already had conversations with regional consortia, headteachers via our headteachers conferences, as well as the ongoing dialogue officials continually have with headteachers about the need to spread good practice, and understand why some schools are able to buck the trend and why other schools, as I said, even within the same local education authority or the same regional consortia, were not able to support their pupils in the same way. If there was one simple reason for the lack of resilience, it would be easy, but this is multifactoral and slightly different in each school. But that work is ongoing and consistent across all the areas. One of the greatest strategic challenges we have in the Welsh education system is variability, and this is again another example of why we need to address that situation around variability.
Welsh: A gaf i ddiolch i Gadeirydd y Pwyllgor am ei sylwadau? Fel y dywedais wrth ateb Llyr Huws Gruffydd, nid oes bwriad i ddibrisio gwaith y Pwyllgor. Mae hi'n ddechrau y flwyddyn ariannol ac mae angen i ysgolion wybod eu cyllidebau. Rydym wedi gorfod gwneud y cyhoeddiad hwnnw cyn cyhoeddi'r adroddiad. A dim ond er mwyn eglurder, roedd llawer o Aelodau yn bryderus iawn y prynhawn yma oherwydd imi gyhoeddi'r arian hwn yn gyntaf i gynhadledd fy mhlaid fore Sadwrn. Gadewch imi sicrhau'r holl Aelodau mai'r bobl gyntaf a wyddai am yr adnoddau ychwanegol oedd yr ysgolion. Cyhoeddais hyn i ysgolion unigol ym mis Mawrth. Ysgolion ar hyd a lled y wlad hon a glywodd gyntaf am yr adnodd hwn, a hoffwn sicrhau'r holl Aelodau o hynny yn y dyraniadau grant a anfonwyd atynt ym mis Mawrth. Lynne, rwy'n rhannu eich pryderon ynghylch defnyddio'r adnodd hwn, fel y dywedais wrth Michelle Brown, dim ond er mwyn dal i fyny, ac nid i nodi plant unigol sy'n fwy abl a thalentog. Rwyf wedi bod yn glir heddiw, gobeithio, ac roeddwn yn glir yn nhystiolaeth y pwyllgor a roddais i chi, fy mod i'n disgwyl i bob plentyn elwa ar yr adnoddau hyn, a byddaf yn disgwyl i gynghorwyr y consortia rhanbarthol, y rhai unigol mewn ysgolion unigol, yn ogystal â chydgysylltydd yr holl gonsortia, i ofyn y cwestiynau hyn mewn ysgolion i benaethiaid ynghylch sut y defnyddir yr adnodd hwn. Ac rwyf wedi bod yn glir iawn ynghylch fy nisgwyliadau y dylid gofyn y cwestiynau hynny. Mae'r arian hwn yn bodoli fel y gall pob plentyn sy'n gymwys gyrraedd ei lawn botensial. Mae'r broblem ynghylch cydnerthedd mewn TGAU yn waith parhaus; nid gwaith unwaith ac am byth mohono. Rydym ni eisoes wedi cael sgyrsiau gyda'r consortia rhanbarthol, gyda phenaethiaid drwy gyfrwng ein cynadleddau penaethiaid, yn ogystal â'r trafodaethau parhaus y mae swyddogion yn eu cael gyda phenaethiaid am yr angen i ledaenu arfer dda, a deall pam mae rhai ysgolion yn gallu mynd yn groes i'r duedd a pham na allai ysgolion eraill, fel y dywedais, hyd yn oed o fewn yr un awdurdod addysg lleol neu gonsortia rhanbarthol, gefnogi eu disgyblion yn yr un modd. Petai un rheswm syml am y diffyg cydnerthedd, byddai'n hawdd, ond mae hyn yn amlochrog ac ychydig yn wahanol ym mhob ysgol. Ond mae'r gwaith hwnnw'n mynd rhagddo'n barhaus a chyson ym mhob un o'r meysydd. Un o'r heriau strategol mwyaf sydd gennym ni yn y system addysg yng Nghymru yw amrywiaeth, ac mae hyn eto yn enghraifft arall o pam mae angen mynd i'r afael â'r sefyllfa honno ynglŷn ag amrywioldeb.