English: Can I just begin as well by thanking Meilyr for the sterling work that he's done as the chief inspector, and say thank you for being so easy to work with and so upfront when asked questions? It certainly makes a difference in helping us to scrutinise the work of Estyn. I'd like to thank Estyn generally for its continued work in helping our schools and colleges and other education settings in their journey to improved standards. But having said that, I think I would like to ask you some questions, Minister, about the six months before the March lockdown, because while there's been, as you say, a modest improvement in terms of consolidation in perhaps a few small areas, actually we're not seeing a huge amount of improvement. In fairness to the nursery or the pre-school settings and the primary schools, the results are better there, but I'm wondering if you can tell me why you think there's been no improvement, or marked improvement anyway, in the secondary sector. Because this is not a new challenge that we've been facing, and while Estyn obviously inspects different schools from those that have gone previously, those schools have had access to all the reports, all the support from consortia, all the claims of better exam results and, to be fair, more money in this last year before COVID in order to improve their school standards. Is there something about the way that we inspect secondary schools that has a built-in bias against them in some way? Or are they generally fit for purpose, the tools that are used to disclose whether there are problems here? Because while you painted it in a very good light, I think we have to accept that just under half of our secondary schools require further monitoring. Of the 25 secondary schools inspected this year, 11 of them - that's nearly half - require monitoring, and four of them have joined last year's remaining 18 secondary schools in a statutory category a year later. Can you tell us what you think is the problem here? What's not working in the standards improvement system to help these schools come along, despite the assistance that I mentioned earlier? One of the things that has really got to me, actually, about this particular report is that of the 48 per cent of secondary schools that needed either improvement or urgent improvement - that's almost half the cohort - this, and I'm quoting from the report, 'this is often the result of low expectations and poor planning.' Why on earth are we still reading about low expectations in reports like this? Why are we still seeing them? School leadership and quality of teaching come up in these Estyn reports year on year, so I'd like to know why you think we're still reading that. And then, finally, because I think this is an important question, the £29 million that you've referred to - and I think they're going to get £12 million more - to help schools recover their standards, what level of standards are you expecting them to recover to? Because reading these reports, if we're just trying to get to the stage we're in now - and I appreciate that might be a temptation, because COVID has been very damaging - it's not a particularly ambitious use of that money, is it? We should be trying to raise standards despite the difficult predicament we are in. And if you'll allow me one more, Dirprwy Lywydd, what are your views on the curriculum roll-out now? You're quite right to point to the fact that Estyn said that digital use has improved and use of the tools to improve well-being, that's improved, but there's a lot more in the new curriculum than that. I'm not convinced that secondary schools, in particular, are going to be anywhere near ready for this in the way that I suspect you hope they will be. Thank you.
Welsh: A gaf i ddechrau hefyd drwy ddiolch i Meilyr am y gwaith rhagorol y mae ef wedi'i wneud fel y prif arolygydd, a dweud diolch iddo am fod mor rhwydd gweithio gyda ef ac am iddo fod mor agored wrth gael ei holi? Mae'n sicr yn gwneud gwahaniaeth o ran ein helpu ni i graffu ar waith Estyn. Hoffwn i ddiolch i Estyn yn gyffredinol am ei waith parhaus yn helpu ein hysgolion a'n colegau a lleoliadau addysg eraill yn eu taith i safonau gwell. Ond wedi dweud hynny, rwy'n meddwl yr hoffwn i ofyn rhai cwestiynau i chi, Gweinidog, ynghylch y chwe mis cyn y cyfyngiadau symud ym mis Mawrth, oherwydd er bod gwelliant cymedrol wedi bod, fel y dywedwch chi, o ran atgyfnerthu mewn rhai mân feysydd efallai, mewn gwirionedd nid ydym ni'n gweld llawer iawn o welliant. Er tegwch i'r lleoliadau meithrinfeydd neu gyn-ysgol a'r ysgolion cynradd, mae'r canlyniadau'n well yno, ond rwy'n meddwl tybed a wnewch chi ddweud wrthyf i pam eich bod yn credu na fu gwelliant, neu welliant amlwg beth bynnag, yn y sector uwchradd. Oherwydd nid yw hon yn her newydd yr ydym ni wedi bod yn ei hwynebu, ac er bod Estyn yn amlwg yn arolygu gwahanol ysgolion na'r rhai sydd wedi mynd o'r blaen, mae'r ysgolion hynny wedi cael y cyfle i weld yr holl adroddiadau, cael yr holl gefnogaeth gan gonsortia, yr holl honiadau o ganlyniadau arholiadau gwell ac, a bod yn deg, mwy o arian yn y flwyddyn ddiwethaf cyn COVID er mwyn gwella safonau eu hysgolion. A oes rhywbeth ynghylch y ffordd yr ydym ni'n arolygu ysgolion uwchradd sydd â gogwydd cynhenid yn eu herbyn mewn rhyw ffordd? Neu a ydyn nhw yn gyffredinol yn addas i'r diben, yr adnoddau sy'n cael eu defnyddio i ddatgelu a oes problemau yma? Oherwydd er i chi ei arddangos mewn goleuni da iawn, rwy'n credu bod yn rhaid i ni dderbyn bod angen monitro ychydig o dan hanner ein hysgolion uwchradd ymhellach. O'r 25 o ysgolion uwchradd a gafodd eu harolygu eleni, mae angen monitro 11 ohonyn nhw - hynny yw bron hanner - ac mae pedair ohonyn nhw wedi ymuno â'r 18 ysgol uwchradd y llynedd sydd yn dal i fod mewn categori statudol flwyddyn yn ddiweddarach. Allwch chi ddweud wrthym ni beth yw'r broblem yma yn eich barn chi? Beth nad yw'n gweithio yn y system gwella safonau i helpu'r ysgolion hyn i ddod, er gwaethaf y cymorth yr oeddwn i wedi sôn amdano'n gynharach? Un o'r pethau sydd wir wedi fy nghythruddo i, am yr adroddiad penodol hwn, yw'r 48 y cant o ysgolion uwchradd yr oedd angen eu gwella neu eu gwella ar frys - mae hynny bron yn hanner y garfan - hyn, ac rwy'n dyfynnu o'r adroddiad, 'mae hyn yn aml yn ganlyniad i ddisgwyliadau isel a chynllunio gwael.' Pam ar y ddaear ydym ni'n dal i ddarllen am ddisgwyliadau isel mewn adroddiadau fel hyn? Pam ydym ni'n dal i'w gweld? Mae arweinyddiaeth ysgolion ac ansawdd yr addysgu yn ymddangos yn yr adroddiadau estyn hyn flwyddyn ar ôl blwyddyn, felly hoffwn i wybod pam eich bod chi'n meddwl ein bod yn dal i ddarllen hynny. Ac yna, yn olaf, oherwydd rwy'n credu bod hwn yn gwestiwn pwysig, y £29 miliwn yr ydych chi wedi cyfeirio ato - ac rwy'n credu y byddan nhw'n cael £12 miliwn yn fwy - i helpu ysgolion i adennill eu safonau, i ba lefel o safonau yr ydych chi'n disgwyl iddyn nhw wella? Oherwydd wrth ddarllen yr adroddiadau hyn, os ydym ni'n ceisio cyrraedd y cam yr ydym ni arno nawr - ac rwy'n gwerthfawrogi y gallai hynny fod yn demtasiwn, oherwydd mae COVID wedi bod yn niweidiol iawn - nid yw'n ddefnydd arbennig o uchelgeisiol o'r arian hwnnw, ydyw e? Dylem ni fod yn ceisio codi safonau er gwaethaf y sefyllfa anodd yr ydym ni ynddi. Ac os byddwch chi'n caniatáu un arall i mi, Dirprwy Lywydd, beth yw'ch barn chi ynghylch cyflwyno'r cwricwlwm nawr? Rydych chi'n hollol gywir wrth dynnu sylw at y ffaith bod Estyn wedi dweud bod defnydd digidol wedi gwella a defnyddio'r adnoddau i wella llesiant, mae hynny wedi gwella, ond mae llawer mwy yn y cwricwlwm newydd na hynny. Nid wyf i wedi fy argyhoeddi y bydd ysgolion uwchradd, yn arbennig, yn agos at fod yn barod ar gyfer hyn yn y ffordd yr wyf i'n amau eich bod chi'n gobeithio y byddan nhw. Diolch.