English: Thank you, Deputy Presiding Officer. Can I thank everybody who's contributed to what I believe is an important debate, where we all share the ambition for our education system here in Wales to improve? If I can start on those issues where we share common ground with the Government, we too want to congratulate those teachers who have helped pupils in our schools achieve success in their education. We want that success to be even more apparent in the PISA score improvements in the future, but there is no denying that there are significant improvements that we still need to make. It's very clear from the opening speech from Suzy Davies, which I think captured this very well, that we've been celebrating, effectively, last week, being average, being the middle of the pack, as far as the OECD PISA scores are concerned - slightly below, although perhaps not significantly statistically below, the average. But, nevertheless, that average, of course, has moved down since the previous PISA results, so it's not really something we should be aiming to be. We ought to be aiming to be well above that average, and, of course, the one nation that is significantly above that average in the UK is England, where there have been significant educational reforms that have borne a great deal of success. And that's why I agree with Helen Mary Jones's statement earlier on where she said that - and we've got, yet again, another self-congratulatory and complacent amendment that has been tabled by the Government, and it is disappointing that they haven't really recognised the seriousness in terms of where we are. Reference was made - in fact, he waxed lyrical about, Huw Irranca-Davies did - to the reforms that have been taking place in Wales. Now, we've supported some of those reforms, but we're a little bit concerned, actually, about the pace of improvement that we've seen here in Wales, and we're also concerned that many of those reforms appear to be mirroring, to a large extent, although not exclusively, the reforms that have taken place in Scotland. Of course, we know that, in Scotland, they have suffered significant deterioration in terms of the education system there, when measured against the PISA outputs and scores. Now, I recognise, as was pointed out during the debate, that PISA is just one of those things that you look at when you're considering the quality of your education system. You've got to triangulate it with other pieces of data and information, and this point was made by a number of people in the debate. That's why I think it's important to consider the GCSE results, and, yes, there were some aspects of improvement in those results last year, but there were also some aspects that didn't improve, and there was some falling back in some areas. So, I think it is a bit of a mixed bag, really, in terms of the GCSE position. And, of course, David Melding made reference to the fact that, at some of the other key stages, we've also seen a rather significant deterioration, which I think doesn't necessarily bode well for the future. Reference was also made, of course, to the fact that the OECD report does not just look at the scores in reading, maths and science, but it also looks at other things that might be having a bearing on the education system. Some of those findings, which were read to us, about reading and other things, are a significant concern. But some of the other things that weren't referred to that were included in that report were things like the substance misuse engagement in Wales versus other parts of the UK. You're more than twice as likely to have taken alcohol or drugs amongst that PISA cohort when compared to the situation in England, and it's also a higher rate than in Scotland. I think that's a cause for serious concern, actually, and I think that we need to take some action to address it. I was very pleased to hear David Melding quite rightly refer to the fact that we need to be considering well-being and looked-after children in our future plans, and I will commend the Government for actually recognising that this is something that the new curriculum needs to focus some more on, particularly given those other statistics, which also seem to indicate that we've got a bigger problem here than in other parts of the UK. Finally, if I may, I want to turn to resources, which are clearly hindering the capacity of our teachers to do their job. It's not just me saying that. It's not just the Welsh Conservatives saying that. It's the OECD report itself, and those teachers who were sampled. So, 41 per cent of the teachers in Wales who took part in the survey said that they did not have the resources to be able to do their job - that it was hindering their capacity. That compares to 22 per cent of those polled in England, a massive difference. So, I think to say that resources are not a big issue is very much a concern. Of course, Mohammad Asghar pointed out the significant funding gap that's been estimated by the NASUWT as £640 per year per pupil - a massive gap. We know that it's not funds that you don't have; you have £1.20 for every £1 that's given per pupil for their education in England. And yet, we know from your own figures, which were released by the Finance Minister just a few weeks ago, in an amendment to our debate, that you are only spending £1.06 of that £1.20 at the moment. I would like to ask you - and if you want to intervene, I would be very happy to take an intervention - where's the rest of the cash gone?
Welsh: Diolch, Ddirprwy Lywydd. A gaf fi ddiolch i bawb sydd wedi cyfrannu at ddadl bwysig yn fy marn i, lle rydym i gyd yn rhannu'r uchelgais i weld ein system addysg yma yng Nghymru yn gwella? Os caf ddechrau gyda'r pethau lle rydym yn rhannu tir cyffredin gyda'r Llywodraeth, rydym ninnau hefyd eisiau llongyfarch yr athrawon sydd wedi helpu disgyblion yn ein hysgolion i lwyddo yn eu haddysg. Rydym am i'r llwyddiant fod hyd yn oed yn fwy amlwg yn y gwelliannau i sgoriau PISA yn y dyfodol, ond ni ellir gwadu bod angen i ni wneud gwelliannau sylweddol o hyd. Mae'n amlwg iawn o'r araith agoriadol gan Suzy Davies, a oedd yn cyfleu hyn yn dda iawn yn fy marn i, ein bod wedi bod yn dathlu cyrraedd y cyfartaledd i bob pwrpas yr wythnos diwethaf, dathlu bod yn y canol o ran sgoriau PISA y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd - ychydig yn is, er nad yn sylweddol is na'r cyfartaledd efallai, yn ystadegol. Ond serch hynny, mae'r cyfartaledd hwnnw, wrth gwrs, wedi symud i lawr ers y canlyniadau PISA blaenorol, felly nid yw'n rhywbeth y dylem fod yn anelu ato mewn gwirionedd. Dylem fod yn anelu at fod ymhell uwchlaw'r cyfartaledd hwnnw, ac wrth gwrs, yr un genedl sy'n sylweddol uwch na'r cyfartaledd hwnnw yn y DU yw Lloegr, lle bu diwygiadau addysgol sylweddol sydd wedi cael cryn dipyn o lwyddiant. A dyna pam rwy'n cytuno â datganiad Helen Mary Jones yn gynharach lle dywedodd - ac mae gennym, unwaith eto, welliant hunanglodforus a hunanfodlon arall wedi'i gyflwyno gan y Llywodraeth, ac mae'n siomedig nad ydynt wedi cydnabod difrifoldeb y sefyllfa rydym ynddi mewn gwirionedd. Cyfeiriodd Huw Irranca -Davies - yn wir, parablodd yn huawdl - am y diwygiadau a gafwyd yng Nghymru. Nawr, rydym wedi cefnogi rhai o'r diwygiadau hynny, ond rydym yn poeni braidd ynglŷn â chyflymder y gwelliant a welsom yma yng Nghymru, ac rydym yn pryderu hefyd ei bod hi'n ymddangos bod llawer o'r diwygiadau i raddau helaeth, er nad yn gyfan gwbl, yn efelychu diwygiadau a fu'n digwydd yn yr Alban. Wrth gwrs, gwyddom eu bod wedi dioddef dirywiad sylweddol yn y system addysg yn yr Alban wrth gael eu mesur yn erbyn canlyniadau a sgoriau PISA. Nawr, fel y nodwyd yn ystod y ddadl, rwy'n cydnabod mai dim ond un o'r pethau y byddwch yn edrych arnynt wrth ystyried ansawdd eich system addysg yw PISA. Mae'n rhaid i chi ei driongli â data a gwybodaeth arall, a gwnaed y pwynt hwn gan nifer o bobl yn y ddadl. Dyna pam rwy'n credu ei bod hi'n bwysig ystyried canlyniadau TGAU, ac roedd rhai elfennau o welliant yn y canlyniadau hynny y llynedd, ond roedd rhai elfennau hefyd nad oeddent wedi gwella, ac roedd peth llithro'n ôl mewn rhai meysydd. Felly, rwy'n credu ei fod yn ddarlun cymysg, a dweud y gwir, o ran TGAU. Ac wrth gwrs, cyfeiriodd David Melding at y ffaith ein bod wedi gweld dirywiad eithaf sylweddol mewn rhai o'r cyfnodau allweddol eraill hefyd, ac nid wyf yn credu bod hynny o reidrwydd yn argoeli'n dda ar gyfer y dyfodol. Cyfeiriwyd hefyd, wrth gwrs, at y ffaith bod adroddiad y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd yn edrych ar fwy na'r sgoriau mewn darllen, mathemateg a gwyddoniaeth, a'i fod hefyd yn edrych ar bethau eraill a allai fod yn effeithio ar y system addysg. Mae rhai o'r canfyddiadau hynny, a ddarllenwyd i ni, am ddarllen a phethau eraill, yn peri cryn bryder. Ond roedd rhai o'r pethau eraill na chyfeiriwyd atynt a gynhwyswyd yn yr adroddiad hwnnw yn bethau fel yr ymgysylltiad ar gamddefnyddio sylweddau yng Nghymru o gymharu â rhannau eraill o'r DU. Rydych chi ddwywaith mor debygol o fod wedi yfed alcohol neu gymryd cyffuriau ymhlith y garfan PISA honno o gymharu â'r sefyllfa yn Lloegr, ac mae hefyd yn gyfradd uwch nag yn yr Alban. Rwy'n credu bod hynny'n achos pryder difrifol, mewn gwirionedd, a chredaf fod angen i ni weithredu i fynd i'r afael â hynny. Roeddwn yn falch iawn o glywed David Melding yn cyfeirio'n gwbl briodol at y ffaith bod angen inni ystyried llesiant a phlant sy'n derbyn gofal yn ein cynlluniau ar gyfer y dyfodol, ac rwyf am ganmol y Llywodraeth am gydnabod bod hyn yn rhywbeth y mae angen i'r cwricwlwm newydd ganolbwyntio ychydig mwy arno, yn enwedig o ystyried yr ystadegau eraill sydd hefyd fel pe baent yn dangos bod gennym broblem fwy yma nag mewn rhannau eraill o'r DU. Yn olaf, os caf, rwyf am droi at adnoddau, sy'n amlwg yn rhwystro gallu ein hathrawon i wneud eu gwaith. Nid fi'n unig sy'n dweud hynny. Nid y Ceidwadwyr Cymreig yn unig sy'n dweud hynny. Dyna mae adroddiad y Sefydliad ar gyfer Cydweithrediad a Datblygiad Economaidd ei hun yn ei ddweud, a'r athrawon a samplwyd. Felly, dywedodd 41 y cant o'r athrawon yng Nghymru a gymerodd ran yn yr arolwg nad oedd ganddynt adnoddau i allu gwneud eu gwaith - fod hynny'n rhwystro eu gallu. Mae hynny'n cymharu â 22 y cant o'r rhai a holwyd yn Lloegr, gwahaniaeth enfawr. Felly, rwy'n credu bod dweud nad yw adnoddau'n broblem fawr yn peri pryder gwirioneddol. Wrth gwrs, nododd Mohammad Asghar y bwlch cyllido sylweddol yr amcangyfrifodd yr NASUWT ei fod yn £640 y flwyddyn y disgybl - bwlch enfawr. Gwyddom nad yw'n gyllid nad yw gennych; mae gennych £1.20 am bob £1 a roddir ar gyfer addysg pob disgybl yn Lloegr. Ac eto, gwyddom o'ch ffigurau eich hun, a ryddhawyd gan y Gweinidog Cyllid ychydig wythnosau yn ôl, mewn gwelliant i'n dadl, nad ydych ond yn gwario £1.06 o'r £1.20 ar hyn o bryd. Hoffwn ofyn i chi - ac os ydych am ymyrryd, buaswn yn hapus iawn i ildio - ble mae gweddill yr arian wedi mynd?