English: Thank you for your statement, Minister. Although you've aimed to provide some clarity on the issue, which is appreciated, I do still have some concerns that are echoed by parents and practitioners alike. Your statement outlines that data should not be used in isolation to judge performance or compare schools. Traditionally, of course, information on school performance in both Wales and the rest of the UK is used to judge performance and compare schools. Furthermore, comparative data only serves to raise standards of practice and allow schools to work collaboratively on respective areas of strengths and weaknesses. How are you going to ensure that losing that transparent data won't lead to a dropping in standards within the profession? And how is this new national monitoring system going to really help the hugely diverse needs of schools across Wales? And, Minister, in your statement last week, you said that, 'We will develop further thinking to align with the introduction of new qualifications from 2025 as we develop our new information landscape'. There is already uncertainty over exams and qualifications, shown through the recurring theme throughout the Estyn report 2021-22. Most settings face serious concerns over the uncertainty surrounding the new qualifications, which will assess the Curriculum for Wales. As such, many year 11s did not progress as expected. To compound this, in all-age schools, those between years 6 and 7 were finding educational transition damaged by this lack of certainty. Hence, the framework is incomplete, alongside the incomplete set of qualifications subsumed within a non-fully-implemented curriculum. So, Minister, just how are schools meant to prepare and adjust, with such question marks still outstanding, and when will they get some certainty? And finally, Minister, our final concern is the self-evaluation focus of this new framework. When reviewing the Estyn reports of this year, there seems to be a complete disjuncture between the new terminology placed in the approaches of the past. When looking closely at the reports, there are distinct hallmarks of individual differences between inspectors, based on interests, ideologies and ways of expressing their recommendations, which will undoubtedly be reflected in any school or LA self-evaluation. Inspectors required schools to share with them some assessment data as part of the inspection process. However, if each school is assessing its own curriculum, as per the Welsh Government guidance, and each school has its own unique local curriculum, that also means that their assessment data will also be unique. Given that there is no scale or method of comparison, no loose framework to measure improvement, how are schools and LAs able to show inspectors that pupils are making progress in their literacy, numeracy, digital and Welsh skills, for example, without the benefit of that national standard for oracy, writing, digital or Welsh skills? Diolch.
Welsh: Diolch am eich datganiad, Gweinidog. Er eich bod chi wedi ceisio rhoi rhywfaint o eglurder ar y mater, sy'n cael ei werthfawrogi, mae gen i rai pryderon o hyd sy'n cael eu hategu gan rieni ac ymarferwyr fel ei gilydd. Mae eich datganiad yn amlinellu na ddylid defnyddio data ar wahân i farnu perfformiad neu gymharu ysgolion. Yn draddodiadol, wrth gwrs, defnyddir gwybodaeth am berfformiad ysgolion yng Nghymru a gweddill y DU i feirniadu perfformiad a chymharu ysgolion. Ar ben hynny, mae data cymharol ond yn gwasanaethu i godi safonau ymarfer a chaniatáu i ysgolion weithio ar y cyd ar feysydd priodol o gryfderau a gwendidau. Sut ydych chi'n mynd i sicrhau na fydd colli'r data tryloyw hwnnw'n arwain at ostwng safonau o fewn y proffesiwn? A sut mae'r system fonitro genedlaethol newydd hon yn mynd i helpu anghenion hynod amrywiol ysgolion ledled Cymru? A, Gweinidog, yn eich datganiad yr wythnos diwethaf, fe wnaethoch chi ddweud, 'Byddwn yn datblygu syniadau pellach i gyd-fynd â chyflwyno cymwysterau newydd o 2025 wrth inni ddatblygu ein tirwedd wybodaeth newydd.' Mae ansicrwydd eisoes ynghylch arholiadau a chymwysterau, sy'n cael ei ddangos drwy'r thema gyson drwy adroddiad Estyn 2021-22. Mae'r rhan fwyaf o leoliadau'n wynebu pryderon difrifol am yr ansicrwydd ynglŷn â'r cymwysterau newydd, fydd yn asesu'r Cwricwlwm i Gymru. O'r herwydd, ni wnaeth llawer o flwyddyn 11 symud ymlaen yn ôl y disgwyl. Er mwyn dwysáu hyn, mewn ysgolion pob oed, roedd y rhai rhwng blynyddoedd 6 a 7 yn gweld fod pontio addysgol wedi'i ddifrodi gan y diffyg sicrwydd hwn. Felly, mae'r fframwaith yn anghyflawn, ochr yn ochr â'r set anghyflawn o gymwysterau sy'n cael eu hisosod o fewn cwricwlwm nad yw'n cael ei weithredu'n llawn. Felly, Gweinidog, sut yn union mae ysgolion i fod i baratoi ac addasu, gyda marciau cwestiwn o'r fath yn dal i fod yn weddill, a phryd byddan nhw'n cael rhywfaint o sicrwydd? Ac yn olaf, Gweinidog, ein pryder olaf yw pwyslais hunan-werthuso'r fframwaith newydd hwn. Wrth adolygu adroddiadau Estyn eleni, mae'n ymddangos bod yna anhafaledd llwyr rhwng y derminoleg newydd a osodwyd yn nulliau'r gorffennol. Wrth edrych yn fanwl ar yr adroddiadau, mae nodweddion penodol o wahaniaethau unigol rhwng arolygwyr, yn seiliedig ar ddiddordebau, ideolegau a ffyrdd o fynegi eu hargymhellion, a fydd, heb os, yn cael eu hadlewyrchu mewn unrhyw ysgol neu hunan-werthusiad ALl. Roedd arolygwyr yn gofyn i ysgolion rannu rhywfaint o ddata asesu fel rhan o'r broses arolygu gyda nhw. Fodd bynnag, os yw pob ysgol yn asesu ei chwricwlwm ei hun, yn unol â chanllawiau Llywodraeth Cymru, ac mae gan bob ysgol ei chwricwlwm lleol unigryw ei hun, mae hynny hefyd yn golygu y bydd eu data asesu hefyd yn unigryw. O ystyried nad oes graddfa na dull o gymharu, dim fframwaith llac i fesur gwelliant, sut mae ysgolion ac ALl yn gallu dangos i arolygwyr bod disgyblion yn gwneud cynnydd yn eu sgiliau llythrennedd, rhifedd, digidol a Chymraeg, er enghraifft, heb fudd y safon genedlaethol honno ar gyfer llefaredd, ysgrifennu, sgiliau digidol na Chymraeg? Diolch.