English: Our priority, in terms of policy, is to seek to influence. One of the discussions very early on in the days of the commissioner was to what extent should we look at other pieces of legislation as they go through the legislation process and ask the question, 'Where is the Welsh language and what's the impact of this on the Welsh language?' And we decided that that was a valuable piece of work to be done. Therefore, we have been scrutinising legislation from planning to additional learning needs. We have been looking at every piece of legislation and asking that question. It has been useful. I mentioned the additional learning needs legislation. It's a brief piece of legislation in one way, but significant to those people who will benefit from it. We presented evidence and we appeared before the committee and I very much hope, and I do feel, that we contributed to the changes that happened to that draft legislation. There was recognition of our evidence. That's happened in other areas too, where there is reference to the Welsh language. The social care legislation - again, there is specific reference to the Welsh language in that legislation, which has been on the statute book for some years now. You mention those areas where we focused major pieces of work. Health has been of huge importance from the very early days of the commissioner and the work that we did on primary care. I do believe that that has contributed to changing the discourse in terms of health in Wales - we among others contributed to that - but we are no longer hearing, 'Why is the Welsh language important?' What we hear now is, 'Where is the Welsh language important and how can we meet those needs and demands?' We have seen that in areas such as mental health. The Children, Young People and Education Committee has asked the Law yn Llaw programme to do a specific piece of work on child and adolescent mental health services and the Welsh language because we raised questions in that area, and so we have seen the discourse in health - not so much in social care perhaps - where we've contributed to the narrative and changed it. That needs to continue and I'm so pleased to see a reference to the Welsh language in the GP contract for the very first time. That is historic, I think, and I think we should recognise that, but that work is ongoing. Another area - the second area where we've focused attention over the past few years - is education. That's happened for a number of reasons, but there are two specifics: our five-year report, which was published in 2016, highlighted to us, and to others, the fact that, for every Welsh-speaking child in Wales between three and 15, four of every five have learnt Welsh at school. So, that emphasises the importance of the education system in creating Welsh speakers. Simultaneously, we were expressing concern that the WESPs - the Welsh in education strategic plans - weren't delivering and weren't ambitious enough, and didn't feed into an education system that was innovative and forward-thinking. So, our work over the past two years - covering the period of this annual report and this year - has looked at those areas. We have done a piece of work and published an advice note on early years. There is another piece of work that's been done on apprenticeships, because we felt very strongly that that very early stage, before three years of age, is so very important in terms of language acquisition. And also, any investment that happens in formal education, up to 16, can be lost unless that post-16 sector is part of the WESPs and part of strategic planning. So, that's why we have focused on the education sector - the formal education sector, but also the pre-school and post-school too.
Welsh: Ein blaenoriaeth ni, o ran y maes polisi, yw ceisio dylanwadu. Un o'r trafodaethau yn gynnar iawn yng nghyfnod y comisiynydd oedd i ba raddau y dylem ni edrych ar ddarnau eraill o ddeddfwriaeth, wrth iddyn nhw fynd drwy'r broses ddeddfu, a gofyn y cwestiwn, 'Ble mae'r Gymraeg a beth yw effaith hwn ar y Gymraeg?' Ac fe benderfynom ni fod hwnnw'n ddarn gwerthfawr o waith i'w wneud. Felly, rŷm ni wedi bod yn craffu ar ddeddfwriaeth o gynllunio i anghenion addysg ychwanegol. Rydym ni wedi bod yn edrych ar bob darn o ddeddfwriaeth a gofyn y cwestiwn. Mae wedi bod yn ddefnyddiol. Soniais i yn fanna am y ddeddfwriaeth ar anghenion addysg ychwanegol - darn bach o ddeddfwriaeth mewn un ffordd, ond yn sylweddol bwysig i'r bobl hynny sydd yn manteisio o'r ddeddfwriaeth honno. Fe wnaethom ni gyflwyno tystiolaeth, fe wnaethom ni ymddangos o flaen y pwyllgor, ac rydw i'n gobeithio, rydw i yn teimlo, ein bod ni wedi cyfrannu at y newidiadau a ddigwyddodd yn y ddeddfwriaeth ddrafft yna. Fe fuodd yna gydnabyddiaeth. Mae hynny wedi digwydd mewn meysydd eraill hefyd, lle mae yna gyfeiriad at y Gymraeg. Y ddeddfwriaeth gofal cymdeithasol - eto, mae yna gyfeiriad at y Gymraeg yn y ddeddfwriaeth yna, sydd yn rhai blynyddoedd oed erbyn hyn. Rŷch chi'n sôn am y meysydd lle rŷm ni wedi canolbwyntio darnau mwy o waith. Bu maes iechyd o bwys mawr o flynyddoedd cyntaf y comisiynydd a'r gwaith a wnaethom ni ar ofal sylfaenol. Rydw i yn credu bod hynny wedi cyfrannu at newid y drafodaeth o ran iechyd yng Nghymru - y ni ymysg eraill - ond nid ydym ni mwyach yn clywed, 'Pam mae'r Gymraeg yn bwysig?' Beth rŷm ni'n ei glywed nawr yw, 'Ble mae'r Gymraeg yn bwysig a sut y gallwn ateb yr angen hwnnw?' A rŷm ni wedi gweld hynny mewn meysydd fel iechyd meddwl. Mae'r Pwyllgor Plant, Pobl Ifanc ac Addysg wedi gofyn i raglen Law yn Llaw wneud darn penodol o waith ynglŷn â CAMHS - y gwasanaethau iechyd i bobl ifanc - a'r Gymraeg, oherwydd ein bod ni wedi codi cwestiynau. Ac felly rŷm ni wedi gweld y drafodaeth o ran y maes iechyd - efallai nid yw gofal cymdeithasol mor gryf - lle mae ein cyfraniad ni wedi newid y naratif ac wedi cyfrannu at y naratif. Mae angen i hynny barhau. Rydw i mor falch o weld bod yna gyfeiriad at y Gymraeg yng nghytundeb meddygon teulu am y tro cyntaf erioed. Mae hynny'n hanesyddol, rydw i'n credu - rydw i'n credu y dylem ni fod yn cydnabod hynny - ond mae'r gwaith yna i'w barhau. Maes arall - yr ail faes sydd wedi cymryd ein sylw ni yn ystod y blynyddoedd diwethaf - yw'r maes addysg. Mae hynny wedi digwydd am amryw o resymau, ond y ddau peth penodol: mae ein hadroddiad pum mlynedd ni, a welodd golau dydd yn 2016, yn tynnu ein sylw ni, ac eraill, at y ffaith bod, allan o bob plentyn sy'n siarad Cymraeg yng Nghymru rhwng tair a 15, pedwar allan o bob pump wedi dysgu'r Gymraeg yn yr ysgol - so, felly, pwysigrwydd y gyfundrefn addysg wrth greu siaradwyr. Ar yr un pryd, roeddem ni'n mynegi consýrn nad oedd y cynlluniau strategol o ran addysg Gymraeg - y WESPs - yn cyflawni ac yn ddigon uchelgeisiol ac yn bwydo i mewn i gyfundrefn addysg oedd yn arloesol ac yn symud ymlaen. Felly, mae ein gwaith ni yn ystod y ddwy flynedd ddiwethaf - cyfnod yr adroddiad blynyddol yma ac eleni - yn edrych ar y maes yna. Rŷm ni wedi gwneud darn o waith ac wedi cyhoeddi nodyn cyngor ar y blynyddoedd cynnar. Mae yna ddarn o waith hefyd wedi cael ei wneud ynglŷn â phrentisiaethau, oherwydd ein bod ni'n teimlo'n gryf iawn bod y cyfnod cynnar, cynnar yna - cyn tair blwydd oed - mor bwysig o ran caffael iaith, a hefyd mae unrhyw fuddsoddiad sydd yn digwydd yn addysg ffurfiol, i fyny at 16, yn mynd ar goll os nad yw'r cyfnod ôl 16 yn rhan o'r WESPs ac yn rhan o gynllunio strategol. So, felly, dyna pam rŷm ni yn canolbwyntio ar y sector addysg ffurfiol, ond hefyd y cyn ac ar ôl hefyd.