techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I would say that it's not the identification of the schools that is the greatest problem. The greatest problem is ensuring that there is support for them and that the support is multi-agency support, where all the agencies that support these schools are working together.
Welsh: Buaswn i yn dweud taw nid adnabod yr ysgolion yw'r broblem fwyaf. Y broblem fwyaf ydy gwneud yn siŵr bod yna gefnogaeth iddyn nhw a bod y gefnogaeth yn un sy'n aml-asiantaeth, lle mae'r holl asiantaethau sy'n cefnogi'r ysgolion yma'n cydweithio.
English: Well, how long does it take, therefore, for a school to move from an improvement category, in terms of special measures, to be escalated then? Because one sees sometimes that there's an excellent school, and within five years' time, it's in the red. So, there's a great deal of variance in that.
Welsh: Ocê. Pa mor hir mae'n cymryd, felly, i ysgol symud o gategori gwelliant o fesurau arbennig yn ôl i fyny? Mae rhywun yn gweld weithiau bod yna ysgol ragorol, ac mewn pum mlynedd, mae hi yn y coch. Mae yna lot o amrywiaeth yn digwydd.
English: Well, that would be something quite unusual - to move from excellent to red.
Welsh: Buasai hynny tipyn bach yn anarferol - o fod yn rhagorol i goch.
English: Yes, well, gradually, perhaps.
Welsh: Ie, yn raddol, efallai.
English: Okay, thank you. And just finally from me, for the time being at least, the financial situation; we've spoken about that already this morning. If you could - . If funding was injected into the system tomorrow, say, what would you spend it on? What aspects would benefit from that additional funding?
Welsh: Ocê, diolch. Jest yn olaf gen i rŵan, am y tro beth bynnag, y sefyllfa ariannol; rydyn ni wedi sôn am hynny. Petaech chi yn gallu - . Petai yna arian yn cael ei roi i mewn i'r system fory nesaf, ar beth fyddech chi'n ei wario fo? Pa agweddau fyddai'n elwa o gael eu cyllido?
English: Were you asking about something specific there?
Welsh: Roeddech chi'n siarad am beth yn benodol fan yna?
English: In the schools themselves, if you were a school leader, what would you -
Welsh: Yn yr ysgolion eu hunain, petaech chi'n bennaeth ysgol, beth fyddech chi -
English: Oh, if I were a school leader.
Welsh: O, petawn i'n bennaeth ysgol.
English: Yes. How would you use any additional funding that would flow into the school?
Welsh: Ie. Sut fyddech chi'n defnyddio unrhyw arian ychwanegol fyddai'n llifo mewn i'r ysgol?
English: It's difficult to make that decision, because every school is different. It is important, of course, that leaders do have the power and the ability to make those decisions themselves. But, certainly, in the short term, the type of thing I would have thought would be to prepare for the new curriculum. That means freeing up teachers to think about what the new curriculum means to them. The schools that have been a part of developing the curriculum have been in a fortunate position in that they've had plenty of time to think about this. So, it's now time - and this was the chief message of my annual report this year - for every school in Wales to start to think. Because I think that the new curriculum is truly an opportunity to take a forward step in terms of how we teach and learn within schools. But that means that time is needed for schools to think this through and, in that thinking, to contact the community, to talk to their children as well, to see what the community in its broader sense would like to see being in the new curriculum, because it's up to every school. Although the new curriculum sets a framework, it is up to each and every school to decide what they're going to teach, and what they're teaching in order to prepare their young people for this new world that we have in the twenty-first century. Therefore, to give you a somewhat superficial answer, I would be setting time aside for the training of teachers.
Welsh: Mae'n anodd gwneud y penderfyniad hynny, achos mae pob ysgol yn amrywio. Mae'n bwysig, wrth gwrs, bod arweinwyr gyda'r pŵer a'r gallu i wneud y penderfyniadau hynny eu hunain. Ond, yn sicr, yn y tymor byr, y math o beth fydden i'n meddwl ydy paratoi ar gyfer y cwricwlwm newydd. Mae hynny'n golygu rhyddhau athrawon i feddwl am beth mae'r cwricwlwm newydd yn ei olygu iddyn nhw. Mae'r ysgolion sydd wedi bod yn rhan o ddatblygu'r cwricwlwm wedi bod mewn sefyllfa ffodus o gael llawer o amser i feddwl am hyn. Felly, mae'n bryd nawr - a dyna beth oedd prif neges yr adroddiad blynyddol gen i eleni - i bob ysgol yng Nghymru ddechrau meddwl. Achos dwi'n meddwl bod y cwricwlwm newydd yn gyfle gwirioneddol i newid, i gael cam ymlaen go iawn i'r ffordd dŷn ni'n dysgu ac addysgu o fewn ysgolion. Ond mae hynny yn golygu bod angen amser ar ysgolion i feddwl am hyn a, thrwy feddwl, i gysylltu gyda'r gymuned, i siarad gyda'u plant hefyd, i weld beth mae'r gymuned ehangach yn ei ddymuno i weld yn y cwricwlwm newydd, achos mae e i fyny i bob ysgol. Er bod y cwricwlwm newydd yn gosod fframwaith, mae e i fyny i bob ysgol i benderfynu beth maen nhw'n ei ddysgu, a beth maen nhw'n ei ddysgu er mwyn paratoi eu pobl ifanc ar gyfer y byd newydd yma sydd gyda ni yn yr unfed ganrif ar hugain. Felly, i roi ateb arwynebol braidd, byddwn i'n rhoi amser i hyfforddiant athrawon.
English: Can I just add one thing there? I think what we've seen over the years recently is that local authorities, to some extent, have safeguarded the funding that goes to the schools, but the effect of that is that we've seen less funding going into some of the local authority services; for example, those services that support well-being, that promote attendance, and that perhaps support behaviour and assistance for schools. So, I think that all of those factors contribute to how schools can support and assist their pupils, and to improve themselves. So, I think that side of things is important as well - in the school or in the local authority, if funding is available, it should be allocated to all of those things so that those services can also support the children to succeed.
Welsh: Gaf i jest ychwanegu un peth? Dwi'n meddwl beth rydyn ni wedi gweld dros y blynyddoedd diweddar yw bod awdurdodau lleol, i ryw raddau, wedi gwarchod yr arian sy'n mynd i ysgolion, ond effaith hyn yw ein bod ni'n gweld llai o arian yn mynd i mewn i rai o wasanaethau'r awdurdod lleol; er enghraifft, y gwasanaethau sy'n cefnogi lles, sy'n hyrwyddo presenoldeb, sydd efallai yn cefnogi ymddygiad a helpu ysgolion. Dwi'n meddwl bod yr holl ffactorau yna yn cyfrannu at sut mae ysgolion yn gallu cefnogi eu plant a, yn y diwedd, gwella eu hunain. Dwi'n meddwl bod yr ochr yna yn bwysig hefyd - yn yr ysgol neu'r awdurdod lleol, os oes arian ar gael, bod y gwasanaethau yna yn gallu cefnogi'r plant i lwyddo.
English: It does cause one concern, because if the teaching and learning standards just stay the same in the secondary sector, and we know that 12 per cent of secondary schools are under Estyn review and 11 per cent of them are in special measures, we're talking about half of the schools almost, and no improvement in the teaching quality in general. So, there is a major cohort of children captured in that situation, and then there's a new curriculum that comes in. I see the opportunities, but these schools that are doing well are going to go, 'Wow, up there', but schools are there in the bottom layer and one is genuinely concerned about those children in those schools. Isn't that where the focus should be and any additional funding that's allocated? You talked about releasing teachers for training, but perhaps it's in those particular schools that we need to focus.
Welsh: Mae o'n peri pryder i rywun, achos os ydy'r safonau addysgu a dysgu jest yn aros yn yr un man yn yr uwchradd, ac rydyn ni'n gwybod bod 12 y cant o ysgolion uwchradd o dan adolygiad Estyn ac 11 y cant ohonyn nhw mewn categori mesur arbennig, rydyn ni'n sôn am hanner yr ysgolion bron iawn, a dim gwella yn yr ansawdd dysgu yn gyffredinol. Felly, mae yna gohort mawr o blant yn cael eu dal yn y sefyllfa yna, ac wedyn mae'r cwricwlwm newydd yn dod i fewn. Dwi'n gweld y cyfleon, ond wedyn mae'r ysgolion sydd yn gwneud yn dda yn mynd i fynd, 'Www', ond mae ysgolion sydd yn fanna ar y gwaelod ac mae rhywun wir yn pryderu am y plant yna. Ai dyna lle ddylai'r ffocws fod ac unrhyw arian ychwanegol? Rydych chi'n sôn am ei roi o tuag at ryddhau athrawon; efallai mai yn yr ysgolion fanna mae angen rhoi'r sylw.
English: I do agree that the best schools will welcome the opportunities and that their standards will improve even more. But then, with regard to the other schools, in a way, there are two very broad categories, which are those that need only a little support just to help them to improve - . And I believe that the new curriculum and the general support that's going to be surrounding that will be the solution for those schools. It's going to be an opportunity for the quality of the teaching and the learning to improve. But you're right to say that there is another smaller cohort that has a much greater need for support, and they're going to find coping with the new curriculum difficult, because they'll also have many other problems. So, I do agree - . And you're not talking about a huge number of schools - some 200 secondary schools is what we have in Wales, so that percentage is relatively small, the number is relatively small - but they need much greater support. That is why this pilot scheme of the multi-agency approach of supporting those schools is important. I do believe that you're right to say that there are funding implications to supporting those schools. I don't think it's enormous, but certainly there's a certain amount of funding that is needed to offer those schools that support.
Welsh: Dwi'n cytuno y bydd yr ysgolion gorau yn croesawu'r cyfleon ac y bydd eu safonau nhw yn gwella hyd yn oed yn fwy. Wedyn, o ran yr ysgolion eraill, mae yna, mewn ffordd, ddau gategori bras iawn, sef y rheini sydd angen dim ond ychydig o gynhorthwy i'w helpu nhw i wella - . A dwi'n meddwl bod y cwricwlwm newydd a'r gefnogaeth gyffredinol sy'n mynd i fod o gwmpas hynny yn mynd i fod yr ateb i'r ysgolion hynny. Mae'n mynd i fod yn gyfle i ansawdd yr addysgu a'r dysgu i wella. Ond dŷch chi'n iawn, mae yna gohort arall, llai, sydd angen llawer iawn fwy o gymorth, ac maen nhw'n mynd i weld ymdopi gyda'r cwricwlwm newydd yn anodd, oherwydd bod ganddyn nhw nifer o broblemau eraill. Felly, dwi yn cytuno bod - . A dŷch chi ddim yn sôn am lawer iawn o ysgolion - rhyw 200 o ysgolion uwchradd sydd gyda ni, felly mae'r ganran honno'n gymharol fach, mae'r nifer yn gymharol fach - ond mae angen llawer mwy o gymorth arnyn nhw. Dyna pam bod y peilot yma o'r dull aml-asiantaeth o gefnogi'r ysgolion yna yn bwysig. Dwi yn meddwl eich bod chi'n iawn fod goblygiadau cyllidol i gefnogi'r ysgolion yna. Dwi ddim yn credu ei fod e'n anferth, ond yn sicr mae yna rywfaint o arian ychwanegol ei angen ar gyfer y gefnogaeth i'r ysgolion yna.
English: Yes, just on ERW. Does the fact that there is a dispute on the highest level feed down to the school and to the children? Are the children in south-west and mid Wales affected by this? Are standards decreasing in that part of Wales?
Welsh: Ie, jest ar ERW. Ydy'r ffaith bod yna anghydfod yn digwydd ar y lefel uchel yn treiddio lawr i'r ysgolion ac i'r plant? Ydy'r plant, y disgyblion yn ne-orllewin a chanolbarth Cymru yn cael eu heffeithio gan hyn? Ydy'r safonau yn gostwng yn y rhan yna o Gymru?
English: Well, it's difficult to say directly, but we have inspected nine authorities and two of those are in that area, so, the lack of support at that level, as Jassa was saying, may be the reason why those authorities are suffering difficulties.
Welsh: Wel, mae'n anodd dweud yn uniongyrchol, ond dŷn ni wedi arolygu naw awdurdod ac mae dau o'r rheini yn yr ardal yna, felly, mae'r diffyg cefnogaeth ar y lefel yna, fel oedd Jassa'n dweud, o bosib yn rheswm pam mae'r awdurdodau hynny'n cael trafferth hefyd.
English: And it is clear that many people across that area are expending energy and time discussing these issues. Any reorganisation does take energy out of the system, so it is clear that that time isn't then being spent, perhaps, on investment in improving schools and supporting staff in schools. So, as Meilyr says, it's not clear, but a lot of energy is being expended in that particular discussion that is ongoing.
Welsh: Ac mae'n glir bod llawer o bobl ar draws yr ardal yn treulio egni ac amser yn cael sgwrs am y peth yma. Mae unrhyw aildrefniad yn cymryd egni allan o'r system, so, mae'n glir bod yr amser yna ddim yn cael ei dreulio, efallai, ar fuddsoddi mewn gwella ysgolion, ac mewn cefnogi staff mewn ysgolion. So, fel mae Meilyr yn ei ddweud, dyw hi ddim yn glir, ond mae llawer o egni yn cael ei ddefnyddio yn y sgwrs yna sy'n cario mlaen.
English: Well, we were interviewed. Therefore, the three of us had an interview with the OECD officials and we offered evidence to them. And I think that, when the report is published, you will see that the OECD does draw on our broader evidence and will be quoting our reports - the annual report and some of our thematic reports. That is the part that we played in that work.
Welsh: Wel, mi gawsom ni ein cyfweld. Felly, gwnaeth y tri ohonom ni gael cyfweliad gan y swyddogion o'r OECD. Gwnaethom ni gynnig tystiolaeth iddyn nhw. Dwi'n meddwl, pan fydd yr adroddiad yn cael ei gyhoeddi, mi fyddwch chi'n gweld bod yr OECD yn tynnu ar ein tystiolaeth ehangach ni, yn dyfynnu ein hadroddiadau ni - yr adroddiad blynyddol a hefyd rhai o'n hadroddiadau thematig ni. Dyna'r rhan cymeron ni yn y gwaith yna.
English: I think that it's very important. It's Claire who has been specifically tasked with that, so I'll ask Claire to speak about it.
Welsh: Dwi'n meddwl ei fod e'n bwysig iawn. Claire sydd yn gweithio ar hwnna yn benodol, felly gwnaf ofyn i Claire i siarad yn fanna.
English: Good morning, all, and a very warm welcome to today's meeting of the Culture, Welsh Language and Communications Committee here in the Senedd. Welcome to my fellow Members and our witnesses. We're not expecting a fire drill this morning, so if we do hear the fire alarm, that means that something is wrong and we should follow the directions of the ushers out of the building. I'd just like to remind everyone to put their phones on silent, or to switch them off, and also remind people that you're welcome to use the Welsh or English language. There's no need for you to touch the microphones at all - I'm sure you're very familiar with this already - they will work automatically. We haven't received any apologies. Are there any declarations of interest from my fellow Members? No.
Welsh: Bore da, bawb, a chroeso cynnes i gyfarfod heddiw o'r Pwyllgor Diwylliant, y Gymraeg a Chyfathrebu yma yn y Senedd. Croeso i'm cyd-Aelodau a'n tystion ni. Dŷn ni ddim yn disgwyl ymarfer tân y bore yma, so, os dŷn ni'n clywed y larwm, mae hynny'n golygu bod rhywbeth yn bod, a dylem ni ddilyn y tywyswyr allan o'r adeilad. Hoffwn i jest atgoffa pawb i ddiffodd unrhyw ffôn symudol, ac yn y blaen, neu eu rhoi nhw ar dawel, ac atgoffa pawb bod croeso i chi ddefnyddio'r Gymraeg neu Saesneg. Does dim angen i chi gyffwrdd â'r microphones o gwbl - dwi'n siŵr eich bod chi'n gyfarwydd iawn â hyn yn barod - byddan nhw'n gweithio yn awtomatig. Dŷn ni ddim wedi derbyn unrhyw ymddiheuriadau. Oes yna ddatganiadau o fudd oddi wrth fy nghyd-Aelodau? Nac oes.
English: Therefore we'll move straight on to item 2, and welcome Angharad Mair and Euros Lewis. If you could just introduce yourselves for the record - just who you are and who you represent.
Welsh: Felly, gwnawn ni symud yn syth i eitem 2, a chroesawu Angharad Mair ac Euros Lewis. Os dŷch chi jest yn gallu cyflwyno eich hunain ar gyfer y record - jest pwy ŷch chi a phwy ŷch chi'n ei gynrychioli.
English: The council is a movement that was drawn together to look at the issue of broadcasting in a radical way. There wouldn't be much purpose for us to assemble unless we questioned our fundamental role, and within that, we also look at the issue creatively. I think that's centrally important. There is a range of issues around broadcasting, drawing on the experience and expertise that we have as a council, and from that, papers are prepared and then the upshot of those papers is shared on a public basis.
Welsh: Mae'r Cyngor Cyfathrebu Cenedlaethol yn fudiad, yn drafodaeth, sydd wedi ymgynnull ynghyd i edrych ar y cwestiwn o ddarlledu mewn ffordd radical. Hynny yw, does dim lot o bwrpas i ni ddod at ein gilydd oni bai ein bod ni yn cwestiynu ein rôl sylfaenol, ac o fewn hynny, i edrych ar y cwestiwn yn greadigol hefyd. Dwi'n credu bod hwnna'n ganolog bwysig. Felly, mae yna amrediad o bynciau wedi'u dosrannu o gwmpas y drafodaeth sydd yn tynnu ar yr arbenigedd sydd yna, a'r profiadau sydd yna, ac o hynny, mi fydd yna bapurau'n cael eu paratoi, ac mi fydd ffrwyth y papurau hynny, wedyn, yn cael ei rannu yn y lle cyhoeddus.
English: Excellent, thank you. And how does the council fit in with the proposed model for devolved broadcasting?
Welsh: Gwych, diolch yn fawr. A sut mae'r cyngor yn ffitio i mewn â'r model arfaethedig ar gyfer darlledu datganoledig?
English: I think what's important about the council is that it's quite new, first of all. There are a number of Members who represent a number of companies involved with broadcasting in Wales and work in this area, and I think one of the most important things about it is that we've heard so much over the years about the importance of broadcasting and the broadcast deficit here in Wales and there's also been discussion of the devolution of broadcasting. So, I think it's a wonderful thing that a group of people do come together to meet three or four times a year in order to, as Euros said, try and find solutions to the major issues facing broadcasting and devolution. So I would say that, at present, it isn't a matter of us saying, 'Well, this is our strategy'. I think it's more that we are here today, we are part of the debate, and that's why it's important.
Welsh: Dwi'n meddwl beth sy'n bwysig am y cyngor, mae'n weddol newydd, i ddechrau. Mae yna sawl aelod yn perthyn i'r cyngor sy'n cynrychioli nifer o gwmnïau sy'n darlledu yng Nghymru, ac yn gwneud gwaith yn y maes hwn, a dwi'n meddwl mai un o'r pethau pwysicaf amdano fe yw, rŷn ni wedi clywed sut gymaint dros y blynyddoedd, bellach, am bwysigrwydd darlledu, y deficit darlledu yma yng Nghymru a datganoli darlledu hefyd. Felly, dwi'n meddwl ei fod e'n wych o beth bod criw o bobl yn dod at ei gilydd, yn cyfarfod tair, pedair gwaith y flwyddyn er mwyn, fel y dywedodd Euros, trio chwilio am atebion i'r cwestiynau mawr sy'n ymwneud â darlledu a datganoli. Felly, buaswn i'n dweud ar hyn o bryd mai nid mater o, 'Wel, dyma ein strategaeth ni' yw e; dwi'n meddwl ei fod e'n fwy o, 'Wel, rŷn ni yma heddiw, rŷn ni'n rhan o'r drafodaeth', a dyna beth sy'n bwysig amdano fe.
English: Excellent, thank you very much. Turning to John to start off with.
Welsh: Gwych, diolch yn fawr iawn. Gwnaf i droi atoch chi, John, i ddechrau.
English: Euros, anything to add?
Welsh: Euros, oes gyda ti rywbeth i'w ychwanegu?
English: I would endorse everything that Angharad has said, but I would also perhaps want to look at a more fundamental point on the whole discussion around devolution, and the devolution of broadcasting particularly, in considering why broadcasting is non-devolved and why it is a retained power. There's a concern about the perception that it's important to keep broadcasting within the retained powers. That's a concern about - . It considers transferring powers as losing a grip on crucially important powers in terms of maintaining the unity of the UK, whilst simultaneously seeing powers strengthened within a state that could be seen as a proto-state. That perception is based on devolution as the politics of power and the tensions within power. I would want the focus to be - and this is partly what we're looking at within the communication council - that we should be focusing the discussion in terms of democracy; not power, but democracy. And within that question of democracy, we return to that same fundamental point of, I would say, the need and also the potential, and that need brings us down to a fundamental difference: that devolution wouldn't be a shift, but a change. Not shifting power, but a change in the relationship between the grassroots and governance, between the individual citizen and the body that represents the citizen. At the heart of that, there are two words: 'society', it's an investment in society, and the second is 'creativity', it's investment in creativity.
Welsh: Fe fyddwn i'n ategu popeth mae Angharad wedi dweud, ond fe fyddwn i eisiau efallai edrych ar bwynt mwy sylfaenol ynglŷn â'r holl drafodaeth datganoli, a datganoli darlledu yn arbennig, i weld pam fod darlledu heb ei ddatganoli, pam ei fod wedi cael ei gadw o fewn y pwerau cadwedig. Mae pryder am y canfyddiad sydd yn dweud ei fod yn bwysig cadw darlledu o fewn y pwerau cadwedig. Mae'r pryder yna i'w wneud, mewn gwirionedd - . Wel, mae'n edrych ar drosglwyddo grym fel colli gafael ar bŵer hollbwysig o fewn y broses o gynnal unoliaeth y Deyrnas Unedig ac, ar yr un pryd, o weld grym yn cryfhau o fewn gwladwriaeth a allai gael ei gweld fel proto-wladwriaeth. Mae'r canfyddiad yna yn seiliedig ar ddatganoli fel gwleidyddiaeth grym a'r tyndra o rym. Fe fyddwn i eisiau rhoi fel canolbwynt - a dyma ran o beth rydym ni'n edrych arno o fewn y cyngor cyfathrebu - ein bod ni'n canolbwyntio'r drafodaeth yn nhermau democratiaeth; nid grym, ond democratiaeth. Ac o fewn y cwestiwn o ddemocratiaeth, rydym ni'n dod yn ôl at yr un pwynt sylfaenol yna o, byddwn i'n dweud, angen a photensial, a'r angen yna yn dod â ni i lawr at wahaniaeth go sylfaenol: mai nid symud fyddai datganoli, ond newid. Nid symud grym, ond newid y berthynas sydd rhwng llawr gwlad â llywodraethiant, sydd rhwng dinesydd unigol, yr unigolyn, â'r corff sydd yn ei gynrychioli. Yn rhan o hynny, mae yna ddau air: un yw 'cymdeithas', sef buddsoddi mewn cymdeithas, a'r ail yw 'creadigrwydd', sef buddsoddi yn greadigol.
English: I want to add to that by saying that we could be looking at quite fundamental changes in the process of change. Regulation is consistent. We need regulation in all public spheres, but the emphasis should shift from regulation from the top to a process that corresponds more closely to the changes that are already happening led by the Welsh Government at the moment in terms of the foundational economy, with the education curriculum, where we are looking more and more at encouraging, supporting and inspiring. So, putting in place a dynamic that is essentially creative, where regulation is there, of course, but it's not a hierarchy of regulation, it's a creative partnership.
Welsh: Byddwn i eisiau ychwanegu at hwnna hefyd a dweud y gallen ni fod yn edrych ar newidiadau mor sylfaenol yn y broses yna o newid. Mae rheoleiddio yn gyson. Mae'n rhaid rheoleiddio mewn lle cyhoeddus, mewn materion cyhoeddus, ond bod y pwyslais yn newid o reoleiddio ar y top i broses sydd yn cyfateb yn agosach at y newidiadau sydd eisoes yn digwydd trwy arweiniad Llywodraeth Cymru ar hyn o bryd gyda'r economi sylfaenol, gyda'r cwricwlwm addysg, lle ŷn ni'n edrych yn fwyfwy ar ysgogi, galluogi a chefnogi. Hynny yw, gosod mewn lle dynamig sydd yn greadigol, lle mae rheoleiddio yno, wrth gwrs, ond nid hierarchaeth rheoleiddiol mohoni ond partneriaeth greadigol.