techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: We'll come to the definition of who is eligible perhaps later on in some of the questions, but just to come back to this issue of targeting: to what extent is the PDG being used adequately, for example, to target more able and talented children who are eligible to receive this money? Because, as you say, there has been a tendency in the past, from the evidence that we've heard so far, that it's still quite prominent that there is a general targeting in terms of attainment rather than perhaps targeting individuals, and then perhaps people feel that the more able and talented aren't getting that additional support that they are entitled to.
Welsh: Mi ddown ni at y diffiniad o bwy sy'n gymwys efallai nes ymlaen yn rhai o'r cwestiynau, ond jest i ddod nôl at y busnes targedu yma: i ba raddau y mae'r PDG yn cael ei ddefnyddio'n ddigonol, er enghraifft, i dargedu plant mwy abl a thalentog sydd yn gymwys ar gyfer derbyn yr arian? Oherwydd fel rŷch chi'n ei ddweud, mae yna dueddiad wedi bod yn y gorffennol, o'r dystiolaeth rŷm ni'n ei chlywed hyd yn hyn beth bynnag, ei fod yn dal i fod yn eithaf blaenllaw bod yna dargedu cyffredinol o safbwynt cyrhaeddiad yn hytrach efallai na thargedu'r unigolion, ac wedyn mae rhywun yn teimlo bod y rhai sydd yn fwy abl a thalentog efallai ddim yn cael y gefnogaeth ychwanegol yna y mae hawl iddyn nhw ei chael drwy'r grant yma.
English: Therefore, from your position as regional consortia, you're comfortable that suitable use is being made of this money at the two extremes in terms of this grant. Clearly there is good practice and practice that is not as good, but you don't feel that there is a basic problem that, for example, the more able and talented are not getting enough acknowledgement.
Welsh: Felly, o'ch safbwynt chi fel consortia rhanbarthol, rŷch chi'n gwbl gyfforddus bod yna ddefnydd addas yn cael ei wneud o'r arian ar y ddau begwn, os liciwch chi, o safbwynt bwriad y grant yma. Hynny yw, mae'n amlwg bod yna arfer da ac arfer sydd ddim cystal, ond nid ydych chi'n teimlo bod yna broblem sylfaenol, er enghraifft, nad yw'r mwy abl a thalentog ddim yn cael digon o gydnabyddiaeth.
English: No, because we have other strategies looking at the more able and talented and that would include everyone who is more able and talented. You almost have two nets in place. I wouldn't say that it's perfect in any way. I wouldn't want to mislead you in that sense, but I think that we have a better grip on it now than if you had asked that question of me three years ago. I think we now, as consortia, have a better grip on the issue. We have more experience in terms of what works, what are the effective strategies. And it's different, isn't it? In schools where there is a great deal of disadvantage and large sums of money, the strategies are very different to when we're talking about smaller schools with two or three children - how do we ensure that we don't identify those children too explicitly? So, the strategies are differentiating. We're also looking at how we're looking at poverty that isn't being picked up. You may ask questions about that later on. So, I think we are now in a stronger situation as consortia to identify best practice and the best strategies and then to share those. So, I do hope that when I return again, in due course, we'll be able to say that we've used that information to improve targeting even further.
Welsh: Na, achos bod gyda ni strategaethau eraill a fyddai'n edrych ar y mwy abl a thalentog, a byddai hynny'n cynnwys pawb sydd yn fwy abl a thalentog. Rwy'n credu bod, bron a bod, dwy rhwyd yn hynny o beth. Ni fuaswn i'n dweud ei fod yn berffaith o bell ffordd. Ni fuaswn i'n moyn eich camarwain chi yn y ffordd yna, ond rwy'n credu bod gyda ni well afael arno nawr na phetaech chi wedi gofyn y cwestiwn yna i mi dair blynedd yn ôl. Mae gwell gafael gyda ni fel consortia nawr; mae gwell gafael gyda ni a mwy o brofiad gyda ni am beth sydd yn gweithio ac am beth yw'r strategaethau effeithiol. Ac mae'n wahanol; mewn ysgolion lle mae yna lot o blant difreintiedig a ffigurau uchel a symiau uchel o arian, mae'r strategaethau'n wahanol iawn i lle rŷm ni'n siarad am yr ysgolion bach gyda dau neu dri o blant - sut rŷm ni'n sicrhau nad ydym ni'n adnabod y plant yna'n rhy explicit? Felly, mae'r strategaethau nawr yn dod yn fwy gwahanol i ni. Rŷm ni hefyd yn edrych ar dlodi sydd ddim yn cael ei bigo lan, ac efallai bod hynny'n dod yn eich cwestiynau chi nes ymlaen. Felly, rwy'n credu ein bod ni mewn sefyllfa gryfach fel consortia i adnabod yr arferion a'r strategaethau gorau, ac wedyn i rannu ar hynny. Felly, gobeithio pan ddof fi yn ôl eto, rwy'n siŵr, maes o law, byddaf yn gallu dweud ein bod ni wedi defnyddio'r wybodaeth yna i dargedu'n well.
English: One of our roles is to share best practice, as I said earlier: to identify best practice, to share it, to match schools with similar schools, or very often with schools that aren't similar, so that they can share those practices. Because very often, the experience and the resources and the strategies are already in our schools. People have tried things, have made mistakes, and learned from that and have moved on. So, I see that as being one of our core roles. And I'm sure that others could perhaps speak more effectively than me on this - how we as the four regions ensure that we all work effectively together, to ensure that if there is useful practice in GwE or central south or EAS, that we in ERW also benefit from it. And I do think that, over this period of two or three years, we have become far more confident in collaborating and sharing best practice between the four regions. I think we all benefit from that. So, if there is a piece of research happening in my region, then we would share it with all four regions, and the same is true of the other regions. I do think that that puts us in a strong position, a very strong position. And Cressy would be part of that work, of course.
Welsh: Un o'n rolau ni yw rhannu'r arfer orau, fel dywedais i gynnau: adnabod yr arfer orau, ei rhannu hi, matsio ysgolion gydag ysgolion tebyg, neu'n aml iawn gydag ysgolion sydd ddim yn debyg iddyn nhw, i rannu'r arferion yna. Achos yn aml iawn, mae'r profiad a'r adnoddau a'r strategaethau yma yn ein hysgolion ni yn bethau mae pobl wedi trio, efallai wedi gwneud camgymeriadau, wedi dysgu o hwnna ac wedi symud ymlaen. Felly, rwy'n gweld un o'n rolau creiddiol ni - . Ac un o'r pethau rwy'n siŵr y byddai pobl eraill yn gallu siarad yn well na fi amdano fe yw sut rydym ni, fel pedwar rhanbarth wedyn, yn sicrhau ein bod ni'n cydweithio'n effeithiol gyda'n gilydd, i sicrhau os oes arfer defnyddiol yn GwE, yn c entral south neu yn EAS, ein bod ni yn ERW hefyd yn ennill ohono fe. Ac rwy'n credu ein bod ni, dros y cyfnod o ddwy flynedd, efallai tair blynedd diwethaf, wedi dod yn lot fwy hyderus i gydweithio a rhannu'r arferion yna rhwng y pedwar rhanbarth. Ac rwy'n credu ein bod ni i gyd ar ein hennill o hynny. Felly, os oes yna ddarn o waith ymchwil yn digwydd yn fy rhanbarth i, rydym ni'n rhannu fe rhwng y pedwar rhanbarth, a'r un peth gyda phob rhanbarth arall. Ac rwy'n credu bod hynny yn ein rhoi ni mewn sefyllfa gref iawn. A byddai Cressy, wrth gwrs, yn rhan o'r math yna o waith.
English: I'll be speaking in Welsh. In ERW, we've focused on two main strategies for our work with LAC PDG. The first strategy was looking at the effective work taking place in local authorities before the changes were made to the grant and before ERW's inception. So, we looked at what was already working and tried to ensure that weren't throwing the baby out with the bath water while new developments were under way. And the main strategy was to upskill our schools so that they would be ready to respond to the needs of these pupils. So, over a period of time, we looked at ensuring that every school that had LAC children was given this training over a period of time. And, over three years, we've done that. We are now ready, and we haven't done as every other consortia has done, namely to take control entirely within the region. Much of the funding still goes to the local authorities to look at strategies that are unique to the six authorities within ERW. But we've been working with them in order to ensure that we up-skill the schools so that they're ready to undertake the challenge of having the grant provided to them as we move forward. So, our aim now in moving forward in the new academic year is to look on a more regional level as to how we provide that funding down to schools rather than to be managed within the local authorities. That's our challenge in our region. I know that's very different to how it's worked in central south, for example.
Welsh: Byddaf i'n siarad yn Gymraeg. Felly, yn ERW, rydym ni wedi cymryd dwy brif strategaeth ar gyfer y gwaith gyda LAC PDG. Y strategaeth gyntaf oedd edrych ar beth oedd y gwaith effeithiol oedd yn mynd ymlaen yn yr awdurdodau lleol cyn bod y newidiadau yn digwydd yn y grant, cyn bod ERW'n bod. Felly fe wnaethom ni edrych ar beth oedd yn gweithio yn barod a thrial sicrhau nad oeddem ni'n towlu'r gwaith da oedd yn mynd ymlaen mas tro bod ni'n datblygu pethau newydd. A'r prif strategaeth oedd - a bydd Cressy'n gallu mynd i mewn i fwy o fanylion - uwchsgilio ein hysgolion ni i fod yn barod i allu ymateb i anghenion y disgyblion yma. Felly, fe wnaethom ni edrych dros gyfnod ar sicrhau bod pob ysgol a oedd â disgyblion LAC ynddyn nhw yn cael yr hyfforddiant yma dros gyfnod. A, dros dair blynedd, rydym ni wedi gwneud hynny. Rydym ni nawr yn barod, ac nid ydym ni wedi gwneud fel mae pob consortia arall wedi gwneud, sef cymryd rheolaeth yn gyfan gwbl yn y rhanbarth. Mae lot o'r cyllid yn dal i fynd i lawr i'r awdurdodau lleol i edrych ar strategaethau sy'n unigryw i'r chwe awdurdod o fewn ERW. Rydym ni wedi bod yn gweithio gyda nhw i sicrhau ein bod ni'n uwchsgilio ysgolion i fod yn barod i ymgymryd â'r her o gael y grant eu hunain fwyfwy wrth i ni symud ymlaen. Felly ein nod ni nawr, wrth symud ymlaen yn y flwyddyn academaidd newydd, yw edrych yn fwy rhanbarthol ar sut rydym ni'n rhoi'r cyllid i lawr i ysgolion yn hytrach nag i awdurdodau lleol i'w rheoli. Felly dyna ein her ni yn ein rhanbarth ni, lle rydw i'n gwybod ei bod yn wahanol iawn i fel mae e wedi gweithio yn central south.
English: Thank you very much. I'll ask my questions in Welsh, if that's okay. I want to ask about Schools Challenge Cymru to begin with, if I may, and I would be grateful to you to give us a brief overview of the role that you played in that programme, because I want to know how it complemented the work and the improvement remit that you had, because one might imagine that there is a risk of duplication of work: you had challenge advisers, the programme had challenge advisers. I want to understand the relationship between your role and that programme. So, if we could start there.
Welsh: Diolch yn fawr iawn. Gwnaf ofyn fy nghwestiynau yn Gymraeg, os mae hynny'n iawn. Rydw i eisiau holi ynglŷn â Her Ysgolion Cymru i gychwyn, os caf i. Buaswn i'n ddiolchgar i chi jest roi rhyw drosolwg fach cryno o'r rôl y gwnaethoch chi ei chwarae yn y cynllun hwnnw, oherwydd rydw i eisiau gwybod sut oedd e'n 'complement-o'r gwaith a'r remit gwella a oedd gennych chi, achos mae rhywun yn dychmygu, efallai, fod yna risg o ddyblygu gwaith rhywfaint. Hynny yw, roedd gennych chi swyddogion her, roedd gan y rhaglen swyddogion her. Rydw i eisiau deall y perthynas rhwng eich rôl chi a'r rhaglen honno. So, efallai cychwynnwn ni fanna, os cawn ni.
English: In terms of implementation in GwE, there were five Schools Challenge Cymru schools within GwE, and, as you said, the schools had a contact officer from challenge Wales. At the time, GwE's challenge officer was in contact and overseeing, attending the AIBs, and what we've done in GwE, certainly, not just in terms of ensuring that there isn't duplication, but moving forwards and developing the scheme, is to take a number of the scheme's strengths, particularly the AIBs, work on the environment around the schools, and we've restructured GwE since September, and the roles now secure so much more accountability and so much more support. We are looking at an improvement adviser or a challenge adviser working around schools, and so the schools do now ensure that there is a full range of support available, building on some of the things that were at the heart of the beginning of these schools' improvement journey, because Schools Challenge Cymru was the start of that journey. So, we're confident that we can move this scheme forward.
Welsh: O ran gweithredu yn GwE, pum ysgol Her Ysgolion Cymru a oedd yn GwE, ac mi oedd gan yr ysgol, fel rydych chi'n ei ddweud, swyddog cyswllt o her Cymru. Ar y pryd, mi oedd y swyddog her GwE mewn cyswllt ac yn cadw golwg, mynychu'r AIBs, a beth rydym ni wedi'i wneud yn GwE, yn sicr, nid jest o ran dyblygu, ond symud ymlaen a datblygu'r cynllun, yw cymryd nifer o gryfderon am y cynllun, yn enwedig yr AIBs, gweithio o amgylch yr ysgol, ac rydym ni wedi ailstrwythuro GwE ers mis Medi, a'r rolâu, sy'n golygu bod yna gymaint mwy o atebolrwydd a chymaint mwy o gefnogaeth bellach. Rydym ni'n edrych ar fod yna ymgynghorydd gwelliant yn gweithio o gwmpas ysgol, ac felly bod yr ysgolion bellach yn sicrhau bod yna ystod eang o gefnogaeth, ond yn adeiladu ar rai o'r pethau a oedd yn hanfod â siwrne dechreuol yr ysgolion yma yn eu taith gwella, oherwydd dechrau'r daith oedd Ysgolion Her Cymru, onid yw? Felly, rydym ni'n hyderus ein bod ni'n gallu symud y cynllun yma yn ei flaen.
English: Therefore, you didn't feel there was a tension there. Because, clearly, in the early days you were more or less leaving the work to the challenge advisers of Schools Challenge Cymru. But, by the time you'd built that relationship up, of course, the scheme was coming to an end. That's a different story and we'll get to that later, perhaps. But you're confident there weren't any tensions or any confusion in terms of the roles of your organisation and the programme.
Welsh: Felly, nid oeddech chi'n teimlo bod yna densiwn, achos, yn amlwg, yn y dyddiau cynnar, roeddech chi'n fwy neu lai yn gadael y gwaith i'r swyddogion her Her Ysgolion Cymru, ie? Wedyn, erbyn i chi adeiladu'r perthynas yna i fyny, wrth gwrs, roedd y cynllun yn dod i ben. Stori arall yw honno, a down ni at hynny wedyn, efallai, ond gallech chi ddweud eich bod yn hyderus nad ydych chi'n teimlo bod yna densiynau nag unrhyw ddrysu o safbwynt rolau eich corff chi a'r rhaglen.
English: Well, what we had was an ongoing dialogue, and when the AIBs did meet then there would be the scheme representative and GwE attending, so that dialogue was ongoing. It's that dialogue that we've further empowered in the post-Schools Challenge Cymru period in creating the role of the core leader, which means that there is a direct link between us as a service, the schools, the governors, and of course the local authorities to ensure that that dialogue is in place, and that it is ongoing, but also that it's an open, transparent dialogue, and a dialogue that all stakeholders are part of, so that we can continue and hasten the process, of course. We want these schools to hasten the improvement processes.
Welsh: Wel, beth oedd gennym ni, wrth gwrs, roedd gennym ni ddeialog parhaus, a phan oedd yr AIBs yn cyfarfod, mi fuasai ymgynghorydd y cynllun a GwE yn mynychu'r rheini. Felly, mi oedd y ddeialog yn parhau. Eto, un o'r pethau - y ddeialog yna, rydw i'n meddwl, rydym ni wedi'i grymuso ymhellach yn dilyn y cyfnod ar ôl Ysgolion Her Cymru wrth greu rôl yr arweinydd craidd, er enghraifft, sy'n golygu bod y cyswllt uniongyrchol rŵan rhyngom ni fel gwasanaeth, yr ysgolion, llywodraethwyr, ac wrth gwrs yr awdurdodau lleol i sicrhau bod y ddeialog yna nid yn unig yn parhau, ond bod hi'n ddeialog agored, tryloyw ac yn ddeialog mae pawb o'r rhanddeiliaid yn rhan ohoni er mwyn parhau a chyflymu, wrth gwrs. Dyna beth rydym ni i gyd eisiau. Rydym ni eisiau'r ysgolion yma i gyflymu eu taith gwella nhw.
English: I think we would all accept that the outcomes in these schools are not what one would have hoped that they would be. But it is an improvement journey. It depends then, of course, on what intervention you're measuring and what measure you use at the end of the process to see what impact that has had. In the context of Schools Challenge Cymru within GwE and those five schools, they were schools that had a significant improvement journey to undertake. Naturally, the improvement journey of a school varies depending on the situation; every school is unique, of course. So, for us, it depends entirely on what you're measuring and how you measure it. So, it depends on what indicator you're using, in a way.
Welsh: Rydw i'n meddwl y buasem ni i gyd yn derbyn nad ydy'r deilliannau yn yr ysgolion hyn yr hyn y buasai rhywun yn gobeithio y bydden nhw. Yn naturiol, yn hyn o beth, taith gwella ydy hi. Mae'n dibynnu wedyn, wrth gwrs, ar beth ydy'r ymyrraeth rydych chi'n ei fesur, a pha fesur rydych chi'n ei ddefnyddio ar y diwedd i edrych ar beth oedd yr impact mae hynny wedi'i gael. Yng nghyd-destun Ysgolion Her Cymru, yn GwE a'r pum ysgol, mi oedden nhw, wrth gwrs, yn ysgolion a oedd â thaith gwella sylweddol i'w gwneud. Felly, yn naturiol, mae taith gwella ysgol yn amrywio yn dibynnu ar y sefyllfa; mae pob ysgol yn unigryw. Felly, i ni, mae'n dibynnu'n hollol ar beth rydych chi'n ei fesur a sut rydych chi'n ei fesur o. Felly, mae'n dibynnu ar ba ddangosydd rydych chi'n ei ddefnyddio, mewn ffordd.
English: Not that it wasn't as good; we accept that there is further work to do. We accept that schools are on an improvement journey. Every school is on an improvement journey, isn't it, but the starting point for those schools is at a lower point. So, we're looking at schools - . And the other thing, of course, is that the principles that Schools Challenge Cymru has given us as a service are recognising schools that are at risk, or schools that are going through a transitional period in general. Therefore, as a head myself, I'm aware that a school's journey can be a process where there is a need for vision, support, challenge and sometimes time.
Welsh: Nid ei fod e ddim cystal; rydym ni'n derbyn bod yna waith pellach i'w wneud. Rydym ni'n derbyn bod ysgolion ar daith gwella. Mae pob ysgol ar daith gwella, onid yw, ond mae man cychwyn yr ysgolion yma'n amlwg mewn lle is. Felly, rydym ni'n edrych ar ysgolion - . A'r peth arall, wrth gwrs, mae egwyddorion her Cymru wedi'i roi i ni fel gwasanaeth ydy adnabod ysgolion at risk neu ysgolion sy'n mynd trwy gyfnod trosianol yn gyffredinol. Fel pennaeth fy hun, rydw i'n ymwybodol bod taith ysgol yn gallu bod yn broses lle mae angen gweledigaeth, mae angen cefnogaeth, mae angen her, ac weithiau mae angen amser.
English: There is variation, as well, in the way that we go about this. It doesn't mean that one size fits all. We have places where schools have school-to-school support, where the improvement adviser is a head and works as a cluster to, then, an individual SIA. One of the things that we've seen from Schools Challenge Wales is that a number of things have been put in the early days - fabric, support, raising the aspirations of those schools, so placing the school on that improvement journey. We see that our role, now, is to continue with that ethos of aiming high, of support and, of course, of ensuring that the appropriate resources are given to these schools.
Welsh: Mae yna amrywiaeth hefyd, yn y ffordd rydym ni'n mynd o'i chwmpas hi. Nid yw o'n golygu bod yna un maint yn ffitio - one size fits all, felly. Mae gennym ni lefydd lle mae'r ysgol yn cael cefnogaeth ysgol i ysgol, lle mae'r ymgynghorydd gwelliant yn bennaeth ac yn gweithio fel clwstwr, i, wedyn, SIA unigol. Un o'r pethau, wrth gwrs, rydym ni wedi'i weld o Ysgolion Her Cymru ydy bod yna nifer fawr o bethau wedi cael eu rhoi yn y dyddiau cynnar - ffabrig, cefnogaeth, codi dyheadau'r ysgolion hynny, felly gosod yr ysgol ar y daith gwella yna. Rydym ni'n gweld mai ein rôl ni, rŵan, ydy parhau â'r ethos yna o anelu'n uwch, o gefnogaeth, ac, wrth gwrs, sicrhau bod yr adnoddau priodol yn cael eu rhoi i'r ysgolion yma.
English: Yes. We'll go on to the PDG, therefore. Just to ask - could you tell us a little about how the money is used to target eligible pupils? Because - . Or to what extent is it being used exclusively for those who are eligible for free school meals? Because research and evidence that we've received suggest that there is some blurring and that there is a tendency, perhaps, just to look at targeting the money at children who have low attainment academically rather than every child who is eligible for free school meals.
Welsh: Ie. Gwnawn ni fynd at y grant datblygu disgyblion, felly, y PDG. Jest i holi - a allwch chi sôn ychydig ynglŷn â sut mae'r pres yn cael ei ddefnyddio i dargedu'r disgyblion cymwys? Oherwydd mae yna - . Neu i ba raddau mae'n cael ei ddefnyddio'n ecsgliwsif ar gyfer rhai sy'n gymwys i ginio ysgol am ddim? Oherwydd mae yna ymchwil a thystiolaeth rŷm ni wedi'u derbyn yn awgrymu bod yna rhyw 'blur-o' o gwmpas yr ochrau a bod yna dueddiad, efallai, ddim ond i edrych ar dargedu'r pres tuag at blant sydd â chyrhaeddiad isel yn academaidd yn hytrach, wrth gwrs, na phob plentyn sydd yn gymwys i ginio ysgol am ddim.
English: If I start by giving an overview from the GwE perspective, certainly we have a clear strategy where we do support schools, and I would say that there are effective systems in terms of identifying these groups of children and young people. Now, the majority of schools, they also look more broadly - that is to say, in schools where there is a small number of children who are eligible for free school meals, then you have to have that balance between labelling a child, particularly in a small school, and providing additional provision. But, generally speaking, certainly schools do have effective systems in terms of identifying these groups, but, additionally, very often, there are additional vulnerable learners who are included in some of the provisions and some of the interventions. But, generally speaking, I would say that there is a specific system within the primary and secondary schools in GwE in terms of identifying the pupils and then looking at the intervention, the provision and the support that need to be provided through this funding.
Welsh: Buaswn i'n cychwyn wrth roi trosolwg o bersbectif GwE. Yn sicr, mae gyda ni strategaeth glir lle rŷm ni'n cefnogi ysgolion, a buaswn i'n dweud bod yna systemau effeithiol yn nhermau adnabod y grŵp yma o blant a phobl ifanc. Y mwyafrif o ysgolion, maen nhw'n edrych hefyd yn ehangach - hynny ydy, mewn ysgolion lle mae yna nifer bychan o blant yn gymwys i ginio ysgol am ddim, mae'n rhaid i chi gael y balans yna rhwng labelu plentyn, yn enwedig mewn ysgol fach, ac, mewn ffordd, rhoi darpariaeth ychwanegol. Ond, yn gyffredinol, yn sicr mae ysgolion efo systemau effeithiol yn nhermau adnabod y grŵp yma, ond, yn ychwanegol, yn aml iawn hefyd mae yna ddysgwyr bregus ychwanegol yn cael eu cynnwys o fewn ambell i ddarpariaeth ac ymyrraeth. Ond, yn gyffredinol, buaswn i'n dweud mae yna system benodol o fewn yr ysgolion cynradd ac uwchradd ar ran GwE o bersbectif eu hadnabod nhw ac wedyn edrych o bersbectif yr ymyrraeth, y ddarpariaeth a'r gefnogaeth sydd yn cael eu rhoi efo'r cyllid yma.