techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: On the whole, in the primary sector, they do. When they're in that category, they take about 18 months to come out of the category, and that happens on quite a regular basis. As I said, one of the main messages in this year's annual report was the need to concentrate on providing for the new curriculum and preparing for it. But the other message was the importance of assisting these schools that cause concern, and improving that - identifying them more quickly, providing them with better support, and also ensuring that that support is harmonised between the different bodies that offer that assistance. That is more of a problem in the secondary sector, because we've got about 15 per cent of schools in these categories - 5 per cent - and they tend to remain longer in category in the secondary sector. In the primary sector, once they've been identified, they come out of category quite quickly. So, the support and the moving out of category is working quite well in the primary sector, but we don't wish to see any school in a category. So, it is important that we identify them before they create this sort of problem.
Welsh: Ar y cyfan, yn y cynradd, maen nhw. Pan fyddan nhw yn y categori yna, maen nhw'n cymryd rhyw 18 mis i ddod allan o'r categori, ac maen nhw'n gwneud hynny yn weddol rheolaidd. Fel roeddwn i'n dweud, un o'r prif negeseuon yn yr adroddiad blynyddol eleni oedd yr angen i ganolbwyntio ar ddarparu ar gyfer y cwricwlwm newydd a pharatoi ar ei gyfer. Ond y neges arall oedd pwysigrwydd helpu yr ysgolion yma sydd yn creu pryder, a gwella hynny - adnabod nhw'n gynt, rhoi gwell cynhaliaeth iddyn nhw, a hefyd gwneud yn siŵr bod y gynhaliaeth yna yn cael ei chydgordio rhwng y gwahanol gyrff sydd yn cynnig y cymorth yna. Mae hynny'n fwy o broblem yn yr uwchradd, achos mae gennym ni tua 15 y cant o ysgolion yn y categorïau yma - 5 y cant - ac maen nhw'n tueddu i aros yn hirach yn y categori yn yr uwchradd hefyd. Yn y cynradd, unwaith maen nhw wedi cael eu hadnabod, maen nhw'n dod allan yn weddol fuan, i ddweud y gwir. Felly, mae'r cymorth a'r symud allan yn gweithio yn weddol dda yn y cynradd ond, wrth gwrs, nid ydym ni'n dymuno gweld unrhyw ysgol yn y categori yma. Felly, mae e'n bwysig ein bod ni'n eu hadnabod nhw cyn eu bod nhw'n creu y math yma o drafferth.
English: Fine. Moving, therefore, to secondary schools, although the picture is improving in primary, perhaps we can't say the same for secondary, unfortunately, with half of secondary schools see the majority of pupils not achieving in line with their abilities at the end of their schooling. That isn't good news, is it?
Welsh: Iawn. A symud felly at yr ysgolion uwchradd, er bod y darlun yn gwella yn y cynradd, efallai nad ydym ni'n gallu dweud hynny am yr uwchradd, yn anffodus, efo hanner yr ysgolion gyda mwyafrif y plant neu'r disgyblion yn dod allan ar ddiwedd eu haddysg heb gyflawni eu potensial. Nid yw hynny yn newyddion da, nac ydy?
English: No, and it is more concerning than the heartening picture we've got in the primary sector. It is important to remember that there are excellent schools in the secondary sector in Wales. To be honest, there are more of them, on average, than in the primary sector. So, it is possible have excellence in the secondary sector. What is a feature of the secondary sector is much more variance; that is, you have a number of schools that are excellent, but you also have schools that cause concern - far too many of them. That does relate to leadership, certainly. That is one of the reasons. It's only part of it, leadership, but leadership is important. That's why we were all keen to see the establishment of a national academy for improved training for leaders.
Welsh: Na, ac mae o'n fwy o ofid na'r darlun fwy calonogol oedd gennym ni am y cynradd, yn sicr. Mae e'n bwysig cofio bod yna ysgolion rhagorol yn y sector uwchradd yng Nghymru. A dweud y gwir, mae yna fwy ohonyn nhw, ar gyfartaledd, nag sydd yn y cynradd. Felly, mae'n bosibl i gael rhagoriaeth yn y sector uwchradd. Beth sydd yn nodweddu'r sector uwchradd ydy llawer mwy o amrywioldeb; hynny yw, mae gennych chi nifer o ysgolion rhagorol, ond mae gennych chi hefyd ysgolion sy'n creu gofid - llawer iawn gormod ohonyn nhw. Mae hynny'n ymwneud ag arweinyddiaeth yn sicr. Dyna un o'r rhesymau. Dim ond rhan ohono yw arweinyddiaeth, ond mae arweinyddiaeth yn bwysig. Dyna pam roeddem ni i gyd yn awyddus iawn i weld sefydlu academi genedlaethol ar gyfer gwell hyfforddiant ar gyfer arweinyddiaeth.
English: We've been saying this for years - that it's the leadership that is the problem. Okay, the academy has been established, and you're hopeful that that is going to move things forward.
Welsh: Rydym ni wedi bod yn dweud hynny ers blynyddoedd - mai arweinyddiaeth ydy'r broblem. Iawn, mae'r academi yn cael ei sefydlu rŵan, ac rydych chi'n obeithiol bod hynny'n mynd i symud pethau ymlaen.
English: Yes, that is certainly something we should be doing. That has happened and it should help. It's important to say also that, when we're talking about leadership, you're talking about leadership throughout the whole organisation. That is very important in a secondary school, which tends to be larger and more complex. One strong leader in a primary school can make a big difference, but it's not enough in a secondary school, which is much more complex and much larger. I don't know whether you have more to say, Claire.
Welsh: Ydy, mae hynny'n sicr yn rhywbeth y dylem ni fod yn ei wneud. Mae hynny wedi digwydd nawr. Fe ddylai hynny helpu. Mae'n bwysig dweud hefyd, pan fyddwn ni'n sôn am arweinyddiaeth, rydych chi'n sôn am arweinyddiaeth drwy'r sefydliad i gyd. Mae hynny'n arbennig o bwysig mewn ysgol uwchradd, sy'n tueddu i fod yn fwy ac yn fwy cymhleth. Mae un arweinydd cryf mewn ysgol gynradd yn gallu gwneud lot o wahaniaeth, ond nid yw'n ddigon mewn ysgol uwchradd, sy'n lot fwy cymhleth ac yn fwy o faint. Nid wyf i'n gwybod os oes mwy gyda chi i ddweud, Claire.
English: But I'm sure that the problem, once again, is more fundamental, in the sense that we don't always attract the best people to the teaching profession. There are reasons for that. The people who work in the profession now, they don't sell the profession very well, always complaining about their workload and so on. So, it's more than just fostering those leaders, because if you don't have those people in the first place, then that's obviously a problem. I appreciate that that is perhaps beyond your remit, but would you agree with that?
Welsh: Ond mae'n siŵr bod y broblem, unwaith eto, yn fwy gwreiddiol na hynny, yn y ffaith nad ydym ni'n denu'r bobl orau bob tro ar gyfer y proffesiwn dysgu. Mae yna resymau am hynny. Mae'r bobl sy'n gweithio yn y proffesiwn rŵan, nid ydyn nhw'n gwerthu'r proffesiwn yn dda iawn, yn cwyno am faich gwaith ac yn y blaen. Felly, mae'n fwy na jest meithrin yr arweinwyr, achos os nad oes gyda chi'r bobl hynny yn y lle cyntaf, mae hynny hefyd yn broblem. Mae hynny efallai tu hwnt i'ch remit chi, rwy'n deall, ond a ydych chi'n cytuno efo hynny?
English: I think that the best schools do nurture leadership in the teachers they have. Those schools are lively places to be pupils but also to be a teacher. So, I feel that there is core material that is of excellent standard in our pupils in Wales, but also in the teachers that we recruit in Wales. So, there is a need -
Welsh: Rwy'n meddwl bod yr ysgolion gorau yn meithrin arweinyddiaeth yn yr athrawon sydd gyda nhw. Mae'r ysgolion yna yn llefydd bywiog i fod yn ddisgybl ond hefyd i fod yn athro. Felly, rwy'n teimlo bod yna ddeunydd crai gwirioneddol wych yn ein disgyblion ni yng Nghymru, ond hefyd yn yr athrawon rydym ni'n eu recriwtio yng Nghymru. Felly, mae angen -
English: We need more - we need to recruit more.
Welsh: Mae eisiau mwy - mae eisiau recriwtio mwy ohonyn nhw.
English: Yes, there is a need to recruit more, and recruitment can be a challenge in some specialist areas and sometimes in rural areas or in small schools, and so forth. But we have excellent teachers in Wales, and I think there is excellent core material there as well. There are many things that can assist them to develop, and that is one of the main issues. I've spoken about this before in this committee, that it's one of the duties of a good leader to improve and nurture the teachers below them and increase the possibility of them being leaders in the future.
Welsh: Mae eisiau recriwtio mwy, ac mae recriwtio yn medru bod yn her mewn rhai meysydd arbenigol a weithiau yn y wlad neu mewn ysgolion bach, ac yn y blaen. Ond mae gyda ni athrawon gwych yng Nghymru, ac rwy'n meddwl bod deunydd crai gwych yno hefyd. Mae yna lot o bethau yn gallu eu helpu nhw i ddatblygu, ac mae hynny'n un o'r prif bethau. Rwyf wedi siarad am hyn o'r blaen yn y pwyllgor yma: mai un o ddyletswyddau arweinydd da ydy gwella a meithrin yr athrawon sydd oddi tanyn nhw a gwella'r posibiliad ohonyn nhw yn bod yn arweinwyr yn y dyfodol.
English: Turning now to assessment and your comments that you believe that assessment is one of the weakest aspects of teaching in the secondary sector, how might the Welsh Government, for example, help to change that?
Welsh: A throi rŵan at asesu a'ch sylwadau chi eich bod chi'n credu bod hwn yn un o'r agweddau gwannaf o ddysgu yn y sector uwchradd, sut mae Llywodraeth Cymru, er enghraifft, yn mynd i fedru helpu i newid hynny?
English: A number of these things are challenging, and I'm going to say something now that perhaps I shouldn't, but it's not all about the Government - it's not all about creating laws. That is important of course, and creates the environment, but at the end of the day what's important is what is happening in the classroom. I think that teachers have had an excess of guidance, sometimes, and they have become quite confused about what good assessment entails. Quite often, the most basic assessment that comes naturally to teachers is the best method of assessment. We've seen evidence of that. In the best schools, the kind of assessment that occurs is a teacher talking with the pupil when that pupil is undertaking his or her school work. That is when the feedback a child receives is most important and most valuable. So, just talking and providing feedback on an informal basis is the best assessment. It's this assessment about teaching that everybody is talking about assessment. It's this assessment about learning that everybody is talking about - that's all it is in essence. I'm sure that Claire has more to say about that as well.
Welsh: Mae lot o'r pethau yma yn her, ac rydw i'n mynd i ddweud rhywbeth nawr efallai ddylwn i ddim, ond nid yw e i gyd am y Llywodraeth - nid yw e i gyd am greu Deddfau. Mae hynny yn bwysig, wrth gwrs, ac mae'n creu'r awyrgylch a'r naws, ond, yn y diwedd, beth sy'n bwysig yw beth sy'n digwydd ar lawr dosbarth. Rydw i'n meddwl bod athrawon wedi cael gormod o ganllawiau, weithiau, ac maen nhw wedi bron drysu ynglŷn â beth yw asesu da. Yn aml iawn, yr asesu mwyaf elfennol sydd yn dod yn naturiol i athrawon ydy'r math gorau o asesu. Rydym ni wedi gweld tystiolaeth o hynny. Yn yr ysgolion gorau, y math o asesu sydd yn digwydd ydy athro yn siarad â'r plentyn, ar yr union amser maen nhw'n gwneud eu gwaith. Dyna pryd mae'r adborth y mae plentyn yn ei gael yn fwyaf pwysig a fwyaf gwerthfawr. Felly, jest siarad a rhoi'r adborth anffurfiol yna ydy'r asesu gorau. Yr asesu am ddysgu yma y mae pawb yn siarad amdano fo - dyna i gyd yw e, yn y bôn. Rydw i'n siŵr bod gan Claire fwy i'w ddweud am hynny hefyd.
English: And, on oral feedback, you place emphasis on that, whereas, usually, the feedback has been written. From personal experience, as a parent, one book might have 'good' at the bottom of a page, and then another book might have more comments in the margin, and one can see the difference there. Are we moving away from that towards something on a more oral, one-to-one basis, in a way?
Welsh: Ac, ar adborth llafar, rydych chi'n rhoi pwyslais ar hynny, lle efallai yn draddodiadol mae'r adborth wedi bod yn ysgrifenedig. Mae rhywun yn gallu gweld o brofiad, fel rhiant, ambell waith, llyfr yn ôl efo jest 'da' ar y gwaelod, a llyfr arall yn ôl efo lot fawr o sylwadau defnyddiol ar yr ochr, ac mae rhywun yn gweld y gwahaniaeth. A ydym ni'n symud i ffwrdd o hynny ac at rywbeth mwy llafar, un wrth un, mewn ffordd?
English: Yes, that oral feedback has always happened in good classes, and possibly we haven't valued that sufficiently and perhaps overemphasised the formal assessment. The problem with formal assessment is that it can be too heavy a workload and it's not necessarily something that children respond to anyway.
Welsh: Ie, mae'r adborth llafar yna erioed wedi bod beth sy'n digwydd mewn dosbarthiadau da, ac rydw i'n meddwl, o bosib, ein bod ni wedi tanbrisio hynny a gorbwysleisio'r asesu ffurfiol. Y broblem sydd gyda chi gydag asesu ffurfiol ydy ei bod hi'n gallu bod yn ormod o faich gwaith ac nid yw e o anghenraid yn rhywbeth mae plant yn ymateb iddo fe beth bynnag.
English: Good, Turning, therefore, to pastoral care in the schools, I think that you found, in a third of secondary schools, that the support available for emotional needs and mental health was either sufficient or inadequate. That really causes concern.
Welsh: Da iawn. Jest i droi, felly, at yr agwedd fugeiliol yn yr ysgolion, rydw i'n meddwl eich bod chi wedi canfod, mewn treian o ysgolion, fod y gefnogaeth ar gyfer anghenion emosiynol ac iechyd meddwl un ai'n ddigonol neu'n anfoddhaol. Wel, mae hynny'n rhywbeth sydd yn peri pryder.
English: Yes, I'll ask Jassa to say a little more about this.
Welsh: Ydy, fe wnaf i ofyn i Jassa ddweud ychydig am hwn.
English: And, finally from me on secondary schools, you mentioned that those schools who had worst standard, that they took too long to move out of those categories. So, what do you think needs to happen to increase the speed at which they move out of that category?
Welsh: Ocê. Ac, yn olaf gen i rŵan ar ysgolion uwchradd, roeddech chi'n sôn bod yr ysgolion salaf - safon salaf - eu bod hi'n cymryd gormod o amser yn y sector uwchradd iddyn nhw symud allan o hynny. Beth sydd angen digwydd er mwyn cynyddu'r cyflymder hynny?
English: We are in public session now, and so we can move on to item 2, which is the annual scrutiny -
Welsh: Rŷm ni'n gyhoeddus nawr, ac wedyn gallwn ni symud ymlaen yn hynny o beth at eitem 2, craffu blynyddol ar -
English: Item 2 is the annual scrutiny of the National Library of Wales. A warm welcome to Rhodri Glyn Thomas, the president of the library, and Linda Tomos, the national librarian. As you will know, we usually go straight into questions, and they are themed, so, if it's okay, we will do the same today. My first question is in the context of the priorities of the library. Can you outline what those priorities are currently, and how do you interweave what you do as a library into the main objectives of the Welsh Government, for example, the Well-being of Future Generations (Wales) Act 2015, which the Welsh Government have placed a great deal of emphasis on, or other strategies of the Welsh Government that may be of importance to you?
Welsh: Eitem 2, craffu blynyddol ar Lyfrgell Genedlaethol Cymru, a chroeso i Rhodri Glyn Thomas, llywydd y llyfrgell, a hefyd i Linda Tomos, sef, y llyfrgellydd cenedlaethol. Fel rydych chi'n gwybod, fel arfer rydym ni'n mynd mewn i gwestiynau a themâu gwahanol. Felly, os yw hynny iawn, awn ni'n syth i mewn i gwestiynau. Y cwestiwn cyntaf sydd gennyf yw: yng nghyd-destun blaenoriaethau'r llyfrgell, a allech chi amlinellu beth ydyn nhw inni yma heddiw? Sut ydych chi'n gweu yr hyn yr ydych chi'n ei wneud fel llyfrgell i mewn i rai o brif amcanion Llywodraeth Cymru, sef, er enghraifft, y Ddeddf llesiant cynhwysol, sef, yr hyn y mae Llywodraeth Cymru wedi rhoi lot o emphasis arno yn ddiweddar, neu strategaethau eraill Llywodraeth Cymru sydd o bwys ichi?
English: Thank you very much, and thanks for the invitation. Naturally, we're very pleased to be here. In terms of our priorities, they've been outlined in our strategic plan, which has been accepted by the Welsh Government, and the strategic plan does identify very clearly that our intention is to follow the digital pathway, and we have our core functions as a national library. However, in terms of the future, the intention is to develop the library to be a digital library, and as a central part of that strategy - and this is also in the strategic plan - is the intention to house the entire broadcasting archive to sit side by side with the other collections that we have. In terms of the well-being of future generations Act, Linda can explain our intentions in that area.
Welsh: Diolch yn fawr iawn. Diolch am y gwahoddiad. Rŷm ni, wrth reswm, yn falch i fod yma. O ran ein blaenoriaethau ni, mae hynny wedi cael ei amlinellu yn ein cynllun strategol ni, sydd wedi cael ei dderbyn gan Lywodraeth Cymru, ac mae'r cynllun strategol yn nodi'n glir iawn mai ein bwriad ni ydy dilyn y llwybr digidol, ac mae gennym ni ein swyddogaethau craidd fel llyfrgell genedlaethol. Ond, o ran y dyfodol, y bwriad ydy datblygu'r llyfrgell i fod yn llyfrgell digidol, ac fel rhan ganolog o'r strategaeth hynny - ac mae hyn hefyd yn y cynllun strategol - y mae bwriad i gartrefu'r archif darlledu cyflawn i fynd ochr yn ochr a'r casgliadau eraill sydd gyda ni. O ran y Ddeddf llesiant cenedlaethol, fe gaiff Linda esbonio ein bwriadu ni yn y fan honno.
English: Had you gone to the Wales Audit Office because they said that there was a lack of detail in what you were doing, or because you wanted to do things in a different way? What was the idea behind doing that? Also, what's your opinion about the fact that you've said that you need more time to develop your strategies? In Scotland, for example, there is a strategy that is longer term in terms of the political timetable. Would that suit you better?
Welsh: A oeddech chi wedi mynd at y swyddfa archwilio oherwydd eu bod nhw'n dweud bod yna ddiffyg manylder yn yr hyn yr oeddech chi'n ei wneud, neu oherwydd yr oeddech chi eisiau ei wneud e mewn ffordd wahanol? Beth oedd y cysyniad y tu ôl i wneud hynny? Hefyd, beth yw'ch barn chi ynglŷn â'r ffaith eich bod chi wedi dweud bod angen mwy o amser ichi ddatblygu strategaethau? Yn yr Alban, er enghraifft, mae yna strategaeth sydd yn fwy tymhorol o ran yr amserlen wleidyddol. A fyddai hynny'n rhywbeth a fyddai'n eich siwtio chi yn well?
English: That would certainly be very beneficial. The audit office has noted that as one of the major challenges facing the library - that we only receive year-on-year budgetary information, and that having a longer timetable would enable us to prepare more effectively. But it is fair to say that the audit office has signed off our strategic proposals up until 2021, and so they are content with the planning that we have done within the circumstances facing us.
Welsh: Byddai hynny yn sicr yn rhywbeth a fyddai'n fuddiol iawn. Mae'r swyddfa archwilio wedi nodi hynny fel un o'r prif sialensiau sy'n wynebu'r llyfrgell - ein bod ni ond yn cael gwybodaeth am gyllideb flwyddyn wrth flwyddyn, a byddai cael amserlen hirach yn ein galluogi ni i baratoi'n well. Ond mae'n deg dweud bod y swyddfa archwilio hefyd wedi cymeradwyo ein cynlluniau strategol ni hyd at y flwyddyn 2021, ac felly maen nhw'n hapus gyda'r cynllunio rŷm ni'n ei wneud o fewn yr amgylchiadau sy'n ein hwynebu ni.
English: In the area of the future generations Act, I think that the Wales Audit Office is speaking to every body that is named to see what the practical ways will be of gathering evidence in order that you, as a committee, can scrutinise the collection. And on that basis, I think, we haven't gone to them - they have invited a discussion to see the practical ways of ensuring that you are happy that the library and other bodies are responding to that challenge.
Welsh: Ym maes y Ddeddf llesiant, rydw i'n meddwl bod y swyddfa archwilio'n siarad â bob corff sy'n cael ei enwi i weld beth fydd y ffurf ymarferol o allu casglu tystiolaeth er mwyn eich bod chi fel pwyllgor yn gallu craffu ar y casgliad. Ar sail hynny, rydw i'n meddwl, nid ydym ni wedi mynd atyn nhw - maen nhw wedi gwahodd trafodaeth i weld am ffurf ymarferol o sicrhau eich bod chi'n hapus bod y llyfrgell a chyrff eraill yn ymateb i'r her.
English: The partnership with the different bodies within the area continues, and the national library plays a prominent role in those discussions. You are very right to say that the same problems face all bodies, and so it's important that they are discussing and considering these issues jointly.
Welsh: Mae'r bartneriaeth gyda'r gwahanol gyrff o fewn y maes yn parhau, ac mae'r llyfrgell genedlaethol yn chwarae rhan flaenllaw yn y trafodaethau hynny. Rŷch chi'n gwbl gywir i ddweud bod yr un problemau'n wynebu'r cyrff i gyd, ac felly mae'n bwysig eu bod nhw'n trafod ac yn ystyried y materion yma ar y cyd.
English: The main issue, I think, that has been covered by the Historic Wales partnership - . Personally, I welcome it very much. It's very important that the library co-operartes and collaborates, and Historic Wales does give us an opportunity to collaborate as a sector. The main area that we've covered this year is skills, and the hugely important subject is the need to nurture and develop professional skills, and digital skills particularly, and that we encourage young people to come into the sector and for young people to feel that there is a career path for them within the sector. For me, it is far more effective if we collaborate as a sector with other bodies and, of course, with the trade unions, which are a prominent part of the work that's been happening on skills. So, I do think that that is a good example of where Historic Wales has succeeded to do something that would've been difficult for the individual bodies to do alone. And I do hope that this will continue into other areas.
Welsh: Y prif bwnc, rydw i'n meddwl, sydd wedi bod o dan sylw ym mhartneriaeth Cymru Hanesyddol - . Yn bersonol, rydw i'n ei groesawu o'n fawr iawn. Mae'n bwysig iawn, iawn fod y llyfrgell yn cydweithio, ac mae Cymru Hanesyddol yn rhoi cyfle i ni gydweithio fel sector. Y prif faes eleni ydy sgiliau, a'r pwnc pwysig iawn, iawn yw'r angen inni feithrin sgiliau proffesiynol, a sgiliau digidol yn enwedig, a'n bod ni'n annog pobl ifanc i ddod mewn i'r sector a bod pobl ifanc yn teimlo bod yna yrfa i'w gael yn y sector. Mae o, i mi, yn llawer, lawer mwy effeithiol os ydym ni'n cydweithio fel sector â chyrff eraill ac, wrth gwrs, â'r undebau llafur, sydd yn rhan flaenllaw o'r gwaith sydd wedi digwydd efo sgiliau. Felly, rydw i'n meddwl bod hynny'n enghraifft dda o le mae Cymru Hanesyddol wedi llwyddo i wneud rhywbeth y byddai wedi bod yn anodd i'r cyrff ei wneud ar ben eu hunain. Ac rydw i'n gobeithio y bydd hyn yn parhau i mewn i feysydd eraill.
English: Yes, we'll return to some of those issues later. Another question that I had was about the key performance indicators, which show that 12 out of the 20 haven't been reached in terms of the objective in those specific indicators. Is there a reason for that? Some of them are close, I have to say - I may be splitting hairs on some of those - but others, perhaps, are more obvious in terms of being different in terms of the objective. So, why is that?
Welsh: Ie, down ni nôl at rai o'r materion hynny. Cwestiwn arall gen i oedd ynglŷn â'r dangosyddion allweddol. Maen nhw'n dangos nad yw 12 allan o'r 20 wedi cyrraedd yr amcan yn y dangosyddion penodol hynny. A oes yna resymeg dros hynny? Mae rhai ohonyn nhw'n agos, mae'n rhaid imi ddweud - splitting hairs, efallai - ond mae rhai eraill, efallai, yn fwy amlwg yn wahanol i'r prif amcan penodol. Felly, pam hynny?
English: If you say that it's challenging, have you communicated that to the Welsh Government, then, that some of them - ?
Welsh: Os ydych chi'n dweud ei fod yn heriol, a ydych chi wedi cyfathrebu hynny i Lywodraeth Cymru, wedyn, fod rhai ohonyn nhw - ?