English: Thank you very much, acting Presiding Officer. The independent regulator, Qualifications Wales, yesterday presented us with clear recommendations on the issue of early entry for GCSEs. They engaged widely with teaching professionals in the course of their work and have come to firm conclusions. I'd like to take this opportunity to thank them for their report and considerations. I would also like to thank the many teaching professionals who supported this work, and the many teachers, parents and pupils who have contacted me on this issue. I have taken time over recent months to consider that input and available options in advance of sight of Qualifications Wales's report so that I may respond swiftly today. As Cabinet Secretary, I see raising standards, reducing the attainment gap and ensuring a system in which the public can have confidence as at the heart of our national mission. The best interests of learners have been at the forefront of my thinking on this specific issue of early and multiple entries for GCSEs. I stated in the summer that the trend towards increased use of early entry is unsustainable, including for year 10, when most learners will only have covered half the course. My views on this have not changed. Last summer we saw 43,000 year 10 learners entered for English and Welsh language GCSEs and the two maths GCSEs, with some applying the approach across the entire cohort of learners. It is clear that far too many pupils in Wales are not being allowed to reach their full potential. Nearly 9,500 pupils took maths numeracy GCSE early in November 2016 and got a grade A or less but were not then re-entered for the examination last summer. Of those pupils, 30 per cent achieved a grade C. This is simply settling, rather than challenging, and it is holding some of our young people back. Qualifications Wales have also calculated the cost at over £3.3 million for early entry last year, and that is unsustainable, particularly at a time when school budgets are so pressured. Members will recall my statement on 24 May on assessment for learning, which focused on increasing teacher skills on formative assessment. Qualifications Wales highlights the inappropriate use of GCSE assessments for formative purposes. Put simply, the GCSEs are not designed for this. Schools should have the means to assess learner progress and shape ongoing teaching and learning without the reliance on high-stakes, high-cost, external GCSEs. Qualifications Wales's report highlights the complexity and the diversity of opinion on the issue of early entry. There is no single approach that is suitable for all, and I have always accepted that early entry could benefit some learners in certain circumstances, such as those ready to demonstrate fuller understanding and who wish to engage in further learning in the subject, and it must be used within the context of a broad and balanced curriculum. Motivation impacts at the individual learner level, with the report showing a diversity of views from teachers. There are real issues on teaching time being taken out to prepare for high-stakes GCSEs. There is evidence of increased teacher and learner workloads, and an increased assessment burden, and increased potential for learner examination fatigue. Qualifications Wales's findings are clear: they consider that the widespread use of early entry poses a significant risk to learners and to our examination system. That is not outweighed by potential benefits. So, we need to act to discourage inappropriate GCSE entry patterns. I have accepted Qualifications Wales's clear recommendation to change key stage 4 performance measures to a 'first entry only counts' approach. This will encourage schools to enter learners when they are confident that they are ready to gain the best possible results. It will not prevent schools from entering early, or entering again should they, or a learner, wish to improve results, but the resit results will not count towards the school's performance measure, even when the result is higher. Let me be absolutely clear, acting Presiding Officer: our young people will be able to use their best result when accessing further learning or the world of work. The change only relates to how we will consider school performance. This will form part of the wider assessment and evaluation framework that will be published next year. I have also accepted Qualifications Wales's views that schools should be able to enter learners in November for the first time in English and Welsh language - something currently only available to them for the two mathematics GCSEs. This will provide schools with appropriate and flexible earlier entry options, should they feel it of benefit, particularly for those students who are at risk of disengagement or are ready to progress to further learning. I have listened to the schools' concerns with regard to making changes half way through the academic year. I recognise that schools need time to plan their teaching, learning, and their approaches to GCSEs. Therefore, the changes to performance measures will take effect for the summer 2019 reporting. The freeing up of November first entry for English and Welsh language is a matter for the regulator, but I expect this to be available to schools in the next academic year. We will also publish revised guidance for schools on when early entry can benefit certain types of learners, and when it does not, to support their decision making going forward. The changes I have announced form part of our transitional accountability arrangements and will help schools act in the best interests of the pupil and not perceived institutional self-interest. If we are always committed to putting the interests of the learner first, and ensuring they can reach their full potential, then we can be confident that we will raise standards and reduce the attainment gap.
Welsh: Diolch yn fawr iawn, Llywydd dros dro. Ddoe, cyflwynodd y rheoleiddiwr annibynnol, Cymwysterau Cymru, argymhellion clir i ni ar fater cofrestru'n gynnar ar gyfer TGAU. Aethant ati i ymgysylltu'n eang â gweithwyr addysgu proffesiynol yn ystod eu gwaith ac maent wedi dod i gasgliadau pendant. Hoffwn achub ar y cyfle hwn i ddiolch iddynt am eu hadroddiad a'u hystyriaethau. Hoffwn ddiolch hefyd i'r nifer o weithwyr addysgu proffesiynol a gefnogodd y gwaith hwn, a'r athrawon, rhieni a disgyblion lawer sydd wedi cysylltu â mi ar y mater hwn. Rwyf wedi treulio amser dros y misoedd diwethaf yn ystyried y cyfraniadau hyn a'r dewisiadau sydd ar gael cyn gweld adroddiad Cymwysterau Cymru er mwyn i mi allu ymateb yn gyflym heddiw. Fel Ysgrifennydd y Cabinet, rwyf i o'r farn bod codi safonau, lleihau'r bwlch cyrhaeddiad a sicrhau system y gall y cyhoedd fod â hyder ynddi wrth wraidd ein cenhadaeth genedlaethol. Mae budd gorau dysgwyr wedi bod ar flaen fy meddwl wrth i mi ystyried y mater penodol hwn o gofrestru'n gynnar a chofrestru amryfal ar gyfer TGAU. Dywedais yn yr haf nad yw'r duedd tuag at fwy o ddefnydd o gofrestru'n gynnar yn gynaliadwy, gan gynnwys ar gyfer blwyddyn 10, pan na fydd y rhan fwyaf o ddysgwyr ond wedi cwmpasu hanner y cwrs. Nid yw fy marn ar hyn wedi newid. Haf diwethaf, gwelsom 43,000 o ddysgwyr blwyddyn 10 yn cael eu cofrestru ar gyfer TGAU Saesneg iaith a Chymraeg iaith a'r ddau TGAU mathemateg, ac roedd rhai yn defnyddio'r dull ar draws y garfan gyfan o ddysgwyr. Mae'n amlwg bod llawer gormod o ddisgyblion yng Nghymru nad ydynt yn cael eu caniatáu i gyrraedd eu potensial llawn. Gwnaeth bron i 9,500 o ddisgyblion sefyll TGAU rhifedd mathemateg yn gynnar ym mis Tachwedd 2016 a chael gradd A neu lai ond ni chawsant eu hail-gofrestru wedyn ar gyfer yr arholiad yr haf diwethaf. O'r disgyblion hynny, llwyddodd 30 y cant i ennill gradd C. Bodloni yw hyn yn hytrach na herio, ac mae'n dal rhai o'n pobl ifanc yn ôl. Mae Cymwysterau Cymru hefyd wedi cyfrifo'r gost ar gyfer cofrestru'n gynnar y llynedd, sef mwy na £3.3 miliwn, ac mae hynny'n anghynaladwy, yn enwedig ar adeg pan fo cyllidebau ysgolion dan gymaint o bwysau. Bydd yr Aelodau'n cofio fy natganiad ar 24 Mai ar asesu ar gyfer dysgu, a oedd yn canolbwyntio ar gynyddu sgiliau athrawon ar asesu ffurfiannol. Mae Cymwysterau Cymru yn amlygu'r defnydd amhriodol o asesiadau TGAU at ddibenion ffurfiannol. Yn syml, nid yw'r TGAU wedi'u cynllunio ar gyfer hyn. Dylai fod gan ysgolion y modd o asesu cynnydd dysgwyr a llunio addysgu a dysgu parhaus heb ddibynnu ar TGAU allanol, cost uchel, lle mae llawer yn y fantol. Mae adroddiad Cymwysterau Cymru yn amlygu cymhlethdod ac amrywiaeth y farn ar y mater o gofrestru'n gynnar. Nid oes un dull addas sy'n addas i bawb, ac rwyf wedi derbyn bob amser y gallai cofrestru'n gynnar fod o fudd i rai dysgwyr o dan rhai amgylchiadau, fel y rhai hynny sy'n barod i ddangos dealltwriaeth lawnach ac sy'n dymuno ymgymryd â dysgu pellach yn y pwnc, ac mae'n rhaid ei ddefnyddio yng nghyd-destun cwricwlwm eang a chytbwys. Mae cymhelliant yn effeithio ar lefel y dysgwr unigol, ac mae'r adroddiad yn dangos pa mor amrywiol yw safbwyntiau athrawon. Mae yna broblemau gwirioneddol o ran amser dysgu yn cael ei gymryd i baratoi ar gyfer TGAU lle mae llawer yn y fantol. Mae tystiolaeth o gynnydd yn llwyth gwaith athrawon a dysgwyr, a baich asesu cynyddol, a mwy o botensial i ddysgwyr flino ar arholiadau. Mae canfyddiadau Cymwysterau Cymru yn glir: maent o'r farn bod y defnydd eang o gofrestru'n gynnar yn peri risg sylweddol i ddysgwyr ac i'n system arholi. Nid yw'r buddion posibl yn gorbwyso hynny. Felly, mae angen inni weithredu i atal patrymau cofrestru TGAU amhriodol. Rwyf wedi derbyn argymhelliad clir Cymwysterau Cymru i newid mesurau perfformiad cyfnod allweddol 4 i ymagwedd 'cofrestriad cyntaf yn unig sy'n cyfrif'. Bydd hyn yn annog ysgolion i gofrestru dysgwyr pan fyddant yn hyderus eu bod yn barod i gael y canlyniadau gorau posibl. Ni fydd yn atal ysgolion rhag cofrestru'n gynnar, na chofrestru eto os ydyn nhw, neu ddysgwr, yn dymuno gwella canlyniadau, ond ni fydd y canlyniadau ailsefyll yn cyfrif tuag at fesur perfformiad yr ysgol, hyd yn oed pan fo'r canlyniad yn uwch. Gadewch imi fod yn gwbl glir, Llywydd dros dro: bydd ein pobl ifanc yn gallu defnyddio eu canlyniad gorau wrth gael mynediad at ddysgu pellach neu'r byd gwaith. Mae'r newid dim ond yn berthnasol i'r modd y byddwn ni yn ystyried perfformiad yr ysgol. Bydd hyn yn rhan o'r fframwaith asesu a gwerthuso ehangach a gyhoeddir y flwyddyn nesaf. Rwyf hefyd wedi derbyn barn Cymwysterau Cymru y dylai ysgolion allu cofrestru dysgwyr ym mis Tachwedd am y tro cyntaf mewn Cymraeg iaith a Saesneg iaith - rhywbeth sydd ar gael ar gyfer y ddau TGAU mathemateg yn unig ar hyn o bryd. Bydd hyn yn rhoi dewisiadau cofrestru cynharach priodol a hyblyg i ysgolion, os ydynt yn teimlo bod hynny o fudd, yn arbennig ar gyfer y myfyrwyr hynny sydd mewn perygl o ymddieithrio neu sy'n barod i symud ymlaen i ddysgu pellach. Rwyf wedi gwrando ar bryderon yr ysgolion o ran gwneud newidiadau hanner ffordd drwy'r flwyddyn academaidd. Rwy'n cydnabod bod angen amser ar ysgolion i gynllunio eu haddysgu, eu dysgu a'u hymagweddau at TGAU. Felly, bydd y newidiadau i fesurau perfformiad yn dod i rym ar gyfer adroddiadau haf 2019. Mater i'r rheoleiddiwr yw rhyddhau cofrestru cynnar ym mis Tachwedd ar gyfer Cymraeg iaith a Saesneg iaith, ond rwy'n disgwyl i hyn fod ar gael i ysgolion yn y flwyddyn academaidd nesaf. Byddwn hefyd yn cyhoeddi canllawiau diwygiedig ar gyfer ysgolion ynghylch pa bryd y gall cofrestru'n gynnar fod o fudd i fathau penodol o ddysgwyr, a phryd nad ydyw, er mwyn gefnogi eu penderfyniadau yn y dyfodol. Mae'r newidiadau yr wyf wedi'u cyhoeddi yn ffurfio rhan o'n trefniadau pontio ar gyfer atebolrwydd a byddant yn helpu ysgolion i weithredu er budd gorau'r disgybl ac nid er hunan-fudd canfyddedig y sefydliad. Os ydym ni bob amser yn ymrwymedig i roi buddiannau'r dysgwr yn gyntaf, a sicrhau eu bod yn gallu cyflawni eu potensial llawn, yna gallwn ni fod yn hyderus y byddwn yn codi safonau ac yn lleihau'r bwlch cyrhaeddiad.