English: Thank you, Llywydd, and may I begin this debate by thanking Claire Morgan, the interim chief inspector of education and training in Wales at the time, for her annual report? This independent report is an important record of the way in which schools and education and training providers responded to the challenges that arose in the academic year 2020-21 as a result of the pandemic. It also adds to our understanding of the impact of coronavirus on learners and the education workforce. Although this impact was inevitable and was often negative, the annual report also highlights some of the positives identified by Estyn. For example, learners and staff have adapted and innovated, building new digital skills, whilst schools in general have strengthened their relationships with the communities that they serve. I am just as proud that the report recognises the resilience and determination of the education workforce. It describes how they've been able to be flexible, creative, and have continually adapted in innovative ways to support learners. This was crucial during this difficult period, but it could be beneficial for the education system in the future too. I want to take this opportunity today to consider these messages, and to give heartfelt thanks to everyone who works in the education sector for all of their work in making the most of learning, and to reduce disruption to our learners. We must build on these strengths that Estyn has identified as we continue to deliver our transformational education reforms. I would like to take a moment, Llywydd, to focus on well-being. I agree that we shouldn't underestimate the impact that the pandemic has had on the well-being of our learners, our staff and our school leaders and other leaders. I was therefore pleased to read in the report how providers were prioritising learner well-being. Emotional well-being continues to be an important priority for me. I'm therefore determined to build on this emphasis on well-being through the Curriculum for Wales. I think that when learners are happy, and have the support of a contented workforce, they are more likely to be confident and ready to learn and to achieve their potential. That's why one of the key elements of the curriculum is to develop a framework to help schools to develop their own whole-school approach for emotional and mental well-being. This gives the tools to schools to develop an action plan in order to tackle problems, to build on strengths, and then to evaluate the success of their work. The whole-school approach puts a real emphasis on promoting a positive cultural environment in schools, where young people are encouraged to achieve their personal potential, as well as their academic potential.
Welsh: Diolch Llywydd, ac a gaf i agor y ddadl hon heddiw drwy ddiolch i Claire Morgan, prif arolygydd dros dro addysg a hyfforddiant yng Nghymru ar y pryd, am ei hadroddiad blynyddol? Mae'r adroddiad annibynnol hwn yn gofnod pwysig o'r ffordd yr ymatebodd ysgolion a darparwyr addysg a hyfforddiant eraill i'r heriau a gododd ym mlwyddyn academaidd 2020-21 o ganlyniad i'r pandemig. Mae hefyd yn ychwanegu at ein dealltwriaeth ni o effaith y coronafeirws ar ddysgwyr a'r gweithlu addysg. Er bod yr effaith hon yn anochel, yn aml yn negyddol, mae'r adroddiad blynyddol hefyd yn tynnu sylw at rai o'r agweddau cadarnhaol a welwyd gan Estyn. Er enghraifft, mae dysgwyr a staff wedi addasu ac arloesi, gan adeiladu sgiliau digidol newydd, tra bod ysgolion yn gyffredinol wedi cryfhau eu perthynas gyda'r cymunedau maen nhw'n eu gwasanaethu. Rwy'r un mor falch bod yr adroddiad yn cydnabod gwytnwch a dyfalbarhad aruthrol y gweithlu addysg. Mae'n disgrifio sut maen nhw wedi bod yn hyblyg, yn greadigol, ac wedyn addasu'n barhaus mewn ffyrdd arloesol i gefnogi dysgwyr. Roedd hyn yn hollbwysig yn ystod y cyfnod anodd hwn, ond gallai fod o fudd i'r system addysg yn y dyfodol hefyd. Rwyf am achub ar y cyfle heddiw i ystyried y negeseuon hyn, ac i ddiolch o waelod calon i bawb sy'n gweithio yn y sector addysg am eu holl waith i wneud y mwyaf o'r dysgu, ac i leihau'r aflonyddwch i'n dysgwyr. Rhaid inni adeiladu ar y cryfderau y mae Estyn wedi eu nodi wrth inni barhau i gyflawni ein diwygiadau addysg trawsnewidiol. Hoffwn i gymryd peth amser, Llywydd, i ganolbwyntio ar lesiant. Rwy'n cytuno na ddylem ni danamcangyfrif yr effaith y mae'r pandemig wedi ei chael ar lesiant ein dysgwyr, ein staff a'n harweinwyr. Felly, roeddwn i'n falch o ddarllen yn yr adroddiad sut roedd darparwyr yn blaenoriaethu llesiant dysgwyr yn gyson. Mae llesiant emosiynol a meddyliol dysgwyr yn parhau i fod yn flaenoriaeth bwysig i mi. Rwy'n benderfynol felly o adeiladu ar y pwyslais hwn ar lesiant drwy'r Cwricwlwm i Gymru. Rwy'n credu pan fydd dysgwyr yn hapus, gyda chefnogaeth gweithlu diogel a bodlon, maen nhw'n fwy tebygol o fod yn hyderus ac yn barod i ddysgu ac i gyflawni eu potensial. Dyma pam mai un o elfennau allweddol y cwricwlwm yw datblygu fframwaith i helpu ysgolion i ddatblygu dull ysgol gyfan eu hunain ar gyfer llesiant emosiynol a meddyliol. Mae hyn yn rhoi'r arfau i ysgolion ddatblygu cynllun gweithredu er mwyn mynd i'r afael â phroblemau, adeiladu ar y cryfderau, ac wedyn i werthuso llwyddiant y gwaith hwn. Mae'r fframwaith dull ysgol gyfan yn rhoi pwyslais gwirioneddol ar hyrwyddo amgylchedd diwylliannol cadarnhaol mewn ysgolion, lle mae pobl ifanc yn cael eu hannog i gyflawni eu potensial personol ac academaidd.