techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Firstly, can I say that a great many children travel to school on public transport and they do that successfully and safely every day? School transport actually comes under the portfolio of my colleague the Cabinet Secretary for the economy, and the rules regarding school transport are set out in the Learner Travel (Wales) Measure 2008, which was passed by the Assembly a number of years ago. Under that legislation, parents have the right to ask their local authority for a safe routes assessment to be carried out by the local authority to assure them that the routes that local authorities are asking young people to travel on are properly risk assessed and are properly looked at in terms of learner safety. I would say to your constituent, via yourself, that they need to pursue that first option with their local education authority to carry out a safe routes to school analysis and to have that open for discussion.
Welsh: Yn gyntaf, a gaf fi ddweud bod nifer fawr iawn o blant yn teithio i'r ysgol ar drafnidiaeth cyhoeddus ac yn gwneud hynny'n llwyddiannus ac yn ddiogel bob dydd? Mewn gwirionedd, mae trafnidiaeth ysgol yn rhan o bortffolio fy nghyd-Aelod, Ysgrifennydd y Cabinet dros yr economi, a nodir y rheolau ynghylch cludiant ysgol ym Mesur Teithio gan Ddysgwyr (Cymru) 2008, a gyflwynwyd gan y Cynulliad sawl blwyddyn yn ôl. O dan y ddeddfwriaeth honno, mae gan rieni hawl i ofyn i'w hawdurdod lleol gynnal asesiad o lwybrau diogel er mwyn sicrhau bod y llwybrau y mae'r awdurdodau lleol yn gofyn i bobl ifanc deithio arnynt wedi bod yn destun asesiad risg ac wedi'u harchwilio'n briodol o ran diogelwch dysgwyr. Buaswn yn dweud wrth eich etholwr, drwoch chi, fod angen iddynt fynd ar drywydd yr opsiwn cyntaf hwnnw gyda'u hawdurdod addysg lleol er mwyn cynnal dadansoddiad o lwybrau diogel i'r ysgol ac i sicrhau bod hynny'n agored i drafodaeth.
English: Thank you for that answer, Cabinet Secretary. I totally empathise with the principle that provision should be decided locally and that, given the geography in Wales, planning transport routes can be a challenge, but there's a distinct lack of consistency and it's all a bit of a hodgepodge. Depending on what school you go to, you might travel by school bus or public transport. You might travel in a completely different way from your neighbour who is attending a school maybe just down the road. Now, I know what you said about the transport Secretary having primary responsibility for this, but at the end of the day you are Cabinet Secretary for Education, so you surely have an interest in how that school transport is provided. I also understand that there are financial pressures on local authorities and also on you as Cabinet Secretary. So, have you considered and have you spoken to the Cabinet Secretary for transport with a view to conducting a review of the way school transport is delivered and whether it could be simplified, provision pooled across schools and perhaps county boundaries, to deliver a more effective service for children and people while saving money that could be diverted onto other things?
Welsh: Diolch am eich ateb, Ysgrifennydd y Cabinet. Cydymdeimlaf yn llwyr â'r egwyddor y dylid pennu darpariaeth yn lleol, ac o gofio'r ddaearyddiaeth yng Nghymru, gall cynllunio llwybrau teithio fod yn her, ond mae yma ddiffyg cysondeb pendant ac mae'r holl beth yn dipyn o lanast. Yn dibynnu ar ba ysgol rydych yn ei mynychu, efallai eich bod yn teithio ar fws ysgol neu ar drafnidiaeth gyhoeddus. Efallai eich bod yn teithio mewn ffordd hollol wahanol i'ch cymydog sy'n mynychu ysgol i lawr y ffordd. Nawr, rwy'n ymwybodol o'r hyn a ddywedoch ynglŷn â'r ffaith mai'r Ysgrifennydd trafnidiaeth sydd â'r prif gyfrifoldeb am hyn, ond yn y pen draw, chi yw Ysgrifennydd y Cabinet dros Addysg, felly does bosib nad oes gennych ddiddordeb yn sut y caiff cludiant i'r ysgol ei ddarparu. Rwy'n deall hefyd fod pwysau ariannol ar awdurdodau lleol ac arnoch chi hefyd fel Ysgrifennydd y Cabinet. Felly, a ydych wedi ystyried ac a ydych wedi siarad ag Ysgrifennydd y Cabinet dros drafnidiaeth gyda'r bwriad o gynnal adolygiad o'r ffordd y darperir cludiant ysgol ac a ellid ei symleiddio, gan gyfuno darpariaeth ar draws ysgolion a ffiniau sirol efallai, er mwyn darparu gwasanaeth mwy effeithiol ar gyfer plant a phobl gan arbed arian y gellid ei roi tuag at bethau eraill?
English: Well, I have to say, with regard to compulsory school education, all local authorities have to abide by the learner travel Measure, which states very clearly who is and who is not entitled to free school transport. It also sets out that expectation with regards to access to Welsh-medium education. It also says that any route undertaken by a child, especially if that route is a walking route, has to be subject to a safe routes to school assessment. Now, for the Member to suggest that local authorities are not working across boundary or looking at innovative solutions to deliver school transport - that simply isn't the case. I know from my own constituency that some of my constituents travel out of county for their education because that nearest suitable school happens to be one across a border, and the county facilitates that. If the Member has specific concerns, she really does need, in the first instance, to take it up with the local education authority and the local county council.
Welsh: Wel, mae'n rhaid imi ddweud, o ran addysg ysgol orfodol, mae'n rhaid i bob awdurdod lleol gydymffurfio â'r Mesur teithio gan ddysgwyr, sy'n datgan yn glir pwy sy'n gymwys a phwy nad yw'n gymwys i gael cludiant ysgol am ddim. Mae hefyd yn nodi'r disgwyliad hwnnw mewn perthynas â mynediad at addysg cyfrwng Cymraeg. Dywed hefyd fod yn rhaid i unrhyw lwybr y bydd plentyn yn ei deithio, yn enwedig os yw'r llwybr hwnnw'n llwybr cerdded, fod yn destun asesiad llwybrau diogel i'r ysgol. Nawr, mae i'r Aelod awgrymu nad yw awdurdodau lleol yn gweithio ar draws ffiniau neu'n ystyried atebion arloesol i ddarparu cludiant ysgol - nid yw hynny'n wir. Yn fy etholaeth fy hun, gwn fod rhai o fy etholwyr yn teithio y tu allan i'r sir i gael eu haddysg am fod yr ysgol addas agosaf yn digwydd bod yr ochr arall i ffin sirol, ac mae'r sir yn hwyluso hynny. Os oes gan yr Aelod bryderon penodol, mae angen iddi ddwyn y mater, yn y lle cyntaf, i sylw'r awdurdod addysg lleol a'r cyngor sir lleol.
English: Well, actually, Cabinet Secretary, my question was about whether you personally, as Cabinet Secretary for Education, have considered reviewing the way transport is arranged, at a high level, but I'll go on to my final question. Parents are reporting to me that cuts in local authority funding are resulting in children and young people with disabilities who were previously taken to school by taxi being asked to travel to school on the school bus. Now, that's a really good thing for the child or young person, and it's better for the environment and it's cheaper as well, but if they're prone to aggressive behaviour or challenging behaviour, it's not really fair on the other children not to ensure that an appropriate adult is on hand on the bus to provide support to that child or young person. So, what resources are you going to be putting in place to ensure that children and young people with additional learning needs and other disabilities, and those around them, are safe and supported while travelling to and from school? And please don't give me a lecture about the Measure again.
Welsh: Wel, mewn gwirionedd, Ysgrifennydd y Cabinet, roedd fy nghwestiwn yn gofyn a ydych chi'n bersonol, fel Ysgrifennydd y Cabinet dros Addysg, wedi ystyried adolygu'r ffordd y trefnir trafnidiaeth, ar lefel uchel, ond fe af ymlaen at fy nghwestiwn olaf. Mae rhieni'n dweud wrthyf fod toriadau yng nghyllid awdurdodau lleol yn arwain at ofyn i blant a phobl ifanc ag anableddau, a oedd yn arfer teithio i'r ysgol mewn tacsi, deithio i'r ysgol ar y bws ysgol. Nawr, mae hynny'n beth da iawn i'r plentyn neu'r unigolyn ifanc, ac mae'n well i'r amgylchedd ac yn rhatach hefyd, ond os oes ganddynt dueddiad tuag at ymddygiad ymosodol neu ymddygiad heriol, nid yw'n deg ar y plant eraill os na sicrheir bod oedolyn priodol wrth law ar y bws i roi cymorth i'r plentyn neu'r unigolyn ifanc. Felly, pa adnoddau y bwriadwch eu darparu i sicrhau bod plant a phobl ifanc ag anghenion dysgu ychwanegol ac anableddau eraill, a'r bobl o'u hamgylch, yn ddiogel ac yn cael cymorth wrth deithio i ac o'r ysgol? Ac os gwelwch yn dda, peidiwch â rhoi pregeth arall imi ar y Mesur.
English: The Member does raise an important point. Where a child with additional learning needs is able to travel safely with their peers on school transport, then that is something to be considered, but we also need to consider the entire safety of the cohort on school transport. That's why we have behaviour codes that parents and children have to sign up to if they're travelling on school transport. With regard to additional learning needs, again, it will be an important part of the development of a child's individual development plan that their transport needs and transport requirements are duly considered alongside their educational requirements. But I have to say, Presiding Officer, that whilst we have legislation in this regard via our new ALN Bill, it really is a matter for individual local authorities to make provision for their learners. It is impossible, from the centre, to make individual transport decisions for individual children.
Welsh: Mae'r Aelod yn nodi pwynt pwysig. Pan fo plentyn sydd ag anghenion dysgu ychwanegol yn gallu teithio'n ddiogel gyda'u cyfoedion ar drafnidiaeth ysgol, mae hynny'n rhywbeth i'w ystyried, ond mae angen inni ystyried diogelwch cyffredinol y garfan ar drafnidiaeth ysgol hefyd. Dyna pam fod gennym godau ymddygiad y mae'n rhaid i rieni a phlant gydymffurfio â hwy os byddant yn teithio ar drafnidiaeth ysgol. O ran anghenion dysgu ychwanegol, unwaith eto, bydd ystyried gofynion ac anghenion trafnidiaeth plentyn yn briodol ochr yn ochr â'u gofynion addysgol yn rhan bwysig o'r gwaith o ddatblygu eu cynllun datblygu unigol. Ond mae'n rhaid imi ddweud, Lywydd, er bod gennym ddeddfwriaeth yn y cyswllt hwn drwy ein Bil ADY newydd, mater ar gyfer awdurdodau lleol unigol yw darparu ar gyfer eu dysgwyr. Mae'n amhosibl gwneud penderfyniadau trafnidiaeth unigol o'r canol ar gyfer plant unigol.
English: Thank you, Caroline. We continue to invest unprecedented amounts of funding through the pupil development grant: £187 million over the next two years will support schools across Wales to improve the outcomes for our disadvantaged learners, and this includes more than £25 million in the South Wales West region alone.
Welsh: Diolch, Caroline. Rydym yn parhau i fuddsoddi symiau digynsail o arian drwy'r grant datblygu disgyblion: bydd £187 miliwn dros y ddwy flynedd nesaf yn cynorthwyo ysgolion ledled Cymru i wella canlyniadau ar gyfer ein dysgwyr difreintiedig, ac mae hyn yn cynnwys mwy na £25 miliwn yn rhanbarth Gorllewin De Cymru yn unig.
English: Thank you for that answer. Cabinet Secretary, in Neath Port Talbot, the percentage of pupils eligible for free school meals who attain level 2 or above fell last year, and fell quite significantly. The numbers are at their lowest since 2011. Cabinet Secretary, in light of this, and given recent comments about the effectiveness of the pupil deprivation grant, do you believe your policies are working for pupils in my region?
Welsh: Diolch am eich ateb. Ysgrifennydd y Cabinet, yng Nghastell-nedd Port Talbot y llynedd, disgynnodd canran y disgyblion sy'n gymwys i gael prydau ysgol am ddim ac sy'n cyrraedd lefel 2 neu uwch yn eithaf sylweddol. Mae'r nifer ar ei isaf ers 2011. Ysgrifennydd y Cabinet, o ystyried hyn, ac o gofio sylwadau diweddar ynghylch effeithiolrwydd y grant amddifadedd disgyblion, a ydych o'r farn fod eich polisïau'n gweithio ar gyfer disgyblion yn fy rhanbarth i?
English: Well, firstly, can I correct the Member? It's no longer called the pupil deprivation grant, it is now called the pupil development grant. The Member is correct to say that after a number of years where we have seen an increase in the level 2 plus attainment level at GCSE for our children on free school meals and our looked-after children, unfortunately that cohort of children coped less well last summer with the introduction of the new GCSE specifications. We have conducted work internally to better understand why that cohort of children proved to be less resilient, especially as we see this year the introduction of yet new Welsh GCSE specs, for instance in science. I absolutely am committed, for the period of this Government, to continuing to fund the pupil development grant. In the independent evaluation that was undertaken of that grant, schools reported that they found it invaluable, and my job is to ensure that not only are those resources available to schools, but that individual schools that are in receipt of this resource spend it most effectively on interventions that we know work.
Welsh: Wel, yn gyntaf, a gaf fi gywiro'r Aelod? Nid y grant amddifadedd disgyblion yw ei enw mwyach, fe'i gelwir bellach yn grant datblygu disgyblion. Mae'r Aelod yn gywir i ddweud, ar ôl nifer o flynyddoedd pan gafwyd cynnydd o ran cyrhaeddiad lefel 2 ac uwch ar lefel TGAU mewn perthynas â'n plant sy'n cael prydau ysgol am ddim a'n plant sy'n derbyn gofal, na lwyddodd y garfan honno o blant, yn anffodus, i ymdopi cystal yr haf diwethaf wrth i'r manylebau TGAU newydd gael eu cyflwyno. Rydym wedi cyflawni gwaith yn fewnol er mwyn deall yn well pam roedd y garfan honno o blant yn llai gwydn, yn enwedig wrth inni weld rhagor o fanylebau TGAU newydd yn cael eu cyflwyno eleni yng Nghymru, er enghraifft mewn gwyddoniaeth. Rwy'n gwbl ymrwymedig, hyd ddiwedd cyfnod y Llywodraeth hon, i barhau i ariannu'r grant datblygu disgyblion. Yn y gwerthusiad annibynnol a gynhaliwyd o'r grant hwnnw, nododd ysgolion ei fod yn hynod o werthfawr, a fy ngwaith i yw sicrhau nid yn unig fod yr adnoddau hynny ar gael i ysgolion, ond bod ysgolion unigol sy'n derbyn yr adnodd yn ei wario yn y ffordd fwyaf effeithiol ar ymyriadau y gwyddom eu bod yn gweithio.
English: I was reading up, before the question today, and there was an Ipsos MORI and Wales Institute of Social and Economic Research, Data and Methods report into the pupil development grant, and they were saying that while the pupil development grant had provided many positives, it was difficult to see whether it was solely as a result of the pupil development grant as to whether progress had been made, and that some of the changes had come before the pupil development grant had been implemented. Now, I know this is the key factor in trying to change the outlook of people who are from deprived backgrounds and so can you tell us what more analysis you've made since that particular report in 2017 to ensure that you know full well that it is the pupil development grant and the funding entwined with that that is delivering on those attainment levels, as opposed to something else that may be coming through from another place in terms of themes in the educational workforce planning?
Welsh: Bûm yn gwneud peth ymchwil, cyn y cwestiwn heddiw, a chyflawnwyd adroddiad gan Ipsos MORI a Sefydliad Ymchwil, Data a Methodoleg Gymdeithasol ac Economaidd Cymru ar y grant datblygu disgyblion, ac yn ôl yr adroddiad hwnnw, er bod y grant datblygu disgyblion wedi cyflawni llawer o bethau cadarnhaol, roedd hi'n anodd gweld a wnaed cynnydd o ganlyniad i'r grant datblygu disgyblion ynddo'i hun, a bod rhai o'r newidiadau wedi dod cyn rhoi'r grant datblygu disgyblion ar waith. Nawr, gwn mai hon yw'r ffactor allweddol wrth geisio newid rhagolygon pobl o gefndiroedd difreintiedig, felly a allwch ddweud wrthym pa ddadansoddiad pellach a wnaed gennych ers yr adroddiad penodol hwnnw yn 2017 i sicrhau eich bod yn gwybod yn iawn mai'r grant datblygu disgyblion a'r cyllid sydd ynghlwm wrtho sy'n cyflawni'r lefelau cyrhaeddiad hynny, yn hytrach na rhywbeth arall a allai fod yn dod o le arall o ran themâu yn ngwaith cynllunio'r gweithlu addysg?
English: Thank you. Schools from across Wales are now embracing digital learning ahead of our new exciting curriculum. I was delighted to see schools from north Wales contribute to our recent national digital learning event, and these schools are supporting others to realise our national mission to make all of our learners digitally competent.
Welsh: Diolch. Mae ysgolion ledled Cymru yn croesawu dysgu digidol yn barod ar gyfer ein cwricwlwm cyffrous newydd. Roeddwn yn falch iawn o weld ysgolion o ogledd Cymru yn cyfrannu at ein digwyddiad dysgu digidol cenedlaethol yn ddiweddar, ac mae'r ysgolion hyn yn cynorthwyo eraill i wireddu ein cenhadaeth genedlaethol i sicrhau bod ein holl ddysgwyr yn ddigidol gymwys.
English: Thank you for that answer, Cabinet Secretary. I read recently that in China they are pushing the boundaries with regard to coding skills, and even children of preschool age are learning the basics, often using online apps and lessons. It is now just about one year since your statement on 'Cracking the code' that you would be encouraging coding clubs across Wales. Cabinet Secretary, one year on, how many coding clubs are there, how many children have benefited, and how are you evaluating any effectiveness?
Welsh: Diolch am eich ateb, Ysgrifennydd y Cabinet. Darllenais yn ddiweddar eu bod yn gwthio ffiniau yn Tsieina mewn perthynas â sgiliau codio, a bod hyd yn oed plant cyn ysgol yn dysgu'r sgiliau sylfaenol, gan ddefnyddio apiau a gwersi ar-lein yn aml. Mae bron i flwyddyn wedi bod bellach ers eich datganiad ar 'Cracio'r Cod' lle y dywedoch y byddech yn annog clybiau codio i ffurfio ledled Cymru. Ysgrifennydd y Cabinet, flwyddyn yn ddiweddarach, faint o glybiau codio sydd i'w cael, faint o blant sydd wedi elwa, a sut rydych yn gwerthuso unrhyw effeithiolrwydd?
English: Thank you. As you said, Mandy, last year we announced investment of over £1 million in developing code clubs across Wales, and we have seen an increase in that. I will write to the Member with the exact figures for participants if we are able to get them. FootnoteLink Only last week at the national digital learning event I was able to meet children from the length and breadth of Wales who are using code to develop educational resources, apps, and in some cases those apps are very close to being commercialised, and actually being taken to market. In the Member's own region, I'd like to highlight the good practice at St Christopher's School in Wrexham. It's one of our largest special schools in Wales, and they have a very successful coding club that many of their children are participating in, recognising that these skills are applicable to all of our children, regardless of their additional learning needs, and we will continue to support that good practice across the nation.
Welsh: Diolch. Fel y dywedoch, Mandy, y llynedd, fe gyhoeddasom fuddsoddiad o dros £1 filiwn i ddatblygu clybiau codio ledled Cymru, ac rydym wedi gweld cynnydd yn hynny o beth. Byddaf yn ysgrifennu at yr Aelod gydag union niferoedd y cyfranogwyr os oes modd inni gael gafael arnynt. FootnoteLink Yr wythnos diwethaf, yn y digwyddiad dysgu digidol cenedlaethol, cyfarfûm â phlant o bob rhan o Gymru sy'n defnyddio cod i ddatblygu adnoddau addysgol, apiau, ac mewn rhai achosion, mae'r apiau hynny bron â bod yn barod i'w masnacheiddio, a'u rhoi ar y farchnad. Yn rhanbarth yr Aelod, hoffwn dynnu sylw at yr arferion da yn Ysgol St Christopher yn Wrecsam. Mae'n un o'n hysgolion arbennig mwyaf yng Nghymru, ac mae ganddynt glwb codio llwyddiannus iawn y mae llawer o'u plant yn aelodau ohono, gan gydnabod bod y sgiliau hyn yn berthnasol i bob un o'n plant, waeth beth fo'u hanghenion dysgu ychwanegol, a byddwn yn parhau i gefnogi'r ymarfer da hwnnw ledled y wlad.
English: The Welsh Government, regional consortia and local authorities are collectively supporting schools in Powys to improve educational standards, in line with our priorities set out in 'Our National Mission'.
Welsh: Mae Llywodraeth Cymru, consortia rhanbarthol ac awdurdodau lleol ar y cyd yn cynorthwyo ysgolion ym Mhowys i wella safonau addysgol, yn unol â'n blaenoriaethau a nodir yn 'Cenhadaeth ein Cenedl'.
English: Thank you, Cabinet Secretary, for your answer. NASUWT have condemned the pupil funding gap, which currently stands at nearly £700 per pupil compared to maintained schools in England. Can I ask what you're doing to address the funding gap, which, according to the union, is having the effect of, and I quote here, 'the narrowing of the curriculum in some schools and the loss of talented teachers and support staff to redundancy'?
Welsh: Diolch am eich ateb, Ysgrifennydd y Cabinet. Mae Cymdeithas Genedlaethol yr Ysgolfeistri ac Undeb yr Athrawesau wedi condemnio'r bwlch cyllido disgyblion, sydd bellach bron yn £700 y disgybl o gymharu ag ysgolion a gynhelir yn Lloegr. A gaf fi ofyn beth rydych yn ei wneud i fynd i'r afael â'r bwlch cyllido, sydd, yn ôl yr Undeb, a dyfynnaf, yn culhau'r cwricwlwm mewn rhai ysgolion ac yn arwain at ddiswyddo athrawon a staff cymorth talentog?
English: As I said earlier, we are investing £100 million over the course of this Assembly term in raising school standards. We are investing over £2 billion with regard to school buildings, as well as a large number of initiatives aimed at addressing specific needs within the curriculum. But I have to say, Presiding Officer, that it's only a few weeks ago that the Conservative members of Powys County Council voted against an option that could have seen extra resources going to Powys schools. Maybe he should have a word with his council colleagues.
Welsh: Fel y dywedais yn gynharach, rydym yn buddsoddi £100 miliwn yn ystod tymor y Cynulliad hwn i godi safonau ysgolion. Rydym yn buddsoddi dros £2 biliwn mewn adeiladau ysgolion, yn ogystal â nifer fawr o fentrau gyda'r nod o fynd i'r afael ag anghenion penodol o fewn y cwricwlwm. Ond mae'n rhaid imi ddweud, Lywydd, fod aelodau Ceidwadol Cyngor Sir Powys wedi pleidleisio ychydig wythnosau yn ôl yn erbyn opsiwn a allai fod wedi sicrhau adnoddau ychwanegol i ysgolion Powys. Efallai y dylai gael gair â'i gymheiriaid ar y cyngor.
English: I will indeed, Paul. I remain fully committed to meeting the needs of all of our learners, including those with autism. Our ambitious additional learning needs reforms will completely overhaul the existing system for supporting learners and will put in place an integrated, collaborative process of assessment, planning and monitoring of support that is delivered.
Welsh: Gwnaf yn wir, Paul. Rwy'n dal i fod yn gwbl ymrwymedig i ddiwallu anghenion ein holl ddysgwyr, gan gynnwys y rheini ag awtistiaeth. Bydd ein diwygiadau uchelgeisiol i anghenion dysgu ychwanegol yn ailwampio'r system bresennol ar gyfer cefnogi dysgwyr yn gyfan gwbl, gan sefydlu proses integredig a chydweithredol ar gyfer asesu, cynllunio a monitro'r cymorth a ddarperir.