English: Thank you very much. Let me be absolutely clear about the usage of the PDG. PDG money is there to support the educational attainment of those children who are eligible for free school meals or children who are looked after, regardless of their potential. So, for some, that might be providing catch-up to bring them up to a level with their peers. For some PDG children, that's about supporting them to be the more able and talented children that they are. So, this is not about an educational attainment level for individuals, it's about supporting each of those children to be the best they can be. The money has to be used for direct intervention for those eligible children, but the resources can also be used for universal interventions that would disproportionately benefit EFSM or LAC learners. So, that has a knock-on effect for those who find themselves perhaps just over the threshold or who are suffering from other limitations on their educational attainment, but not financial. Let me give the Member an example from her own region. Brynteg County Primary School in Wrexham has an EFSM percentage of over 32 per cent and they have used some of their PDG to develop a growth mindset programme for every learner in the school - every learner. But what we know is that that disproportionately benefits the learners who are from a more disadvantaged background. So, every learner benefits from that programme, but it disproportionately benefits those children on FSM. With regard to ACEs and to attachment disorder, which is something that increasingly primary schools are telling me that they are contending with and dealing with, LAC resources in the ERW regional consortium have been used to ensure that all primary schools are ACE and attachment aware. Again, that potentially benefits everybody in the school, but we know it disproportionately benefits a certain subset of children who are entitled to this resource. I'm not intending to restrict schools' uses of the funding. What I want to do is ensure that schools are using best practice and evidence and knowing that the interventions that they're employing are the ones that we know actually work for children. So, Michelle, you're absolutely right; we need to look at each individual child in the round and where we can support those children to reach their potential, whatever that might be. So, this is not just support to use for children to catch up, but to extent children who are more able and talented and to raise those aspirations for the children, something that Brynteg County Primary School has done wonderfully. I'm not sure if this is the last speaker, Chair -
Welsh: Diolch yn fawr iawn. Gadewch imi fod yn gwbl glir ynghylch y defnydd o'r grant amddifadedd disgyblion. Mae'r grant amddifadedd disgyblion yn bodoli er mwyn cefnogi cyrhaeddiad addysgol y plant hynny sy'n gymwys i gael prydau ysgol am ddim neu blant sy'n derbyn gofal, waeth beth yw eu potensial. Felly, i rai, gallai hynny fod ynglŷn â darparu cymorth dal i fyny fel eu bod ar yr un tir â'u cyfoedion. I rai plant fydd yn cael y grant amddifadedd disgyblion, y diben yw eu cefnogi i gyrraedd eu potensial fel plant mwy abl a thalentog. Felly, nid oes a wnelo hyn â lefel cyrhaeddiad addysgol ar gyfer unigolion, mae'n golygu cefnogi pob un o'r plant hynny i fod y gorau y gallant fod. Mae'n rhaid defnyddio'r arian er mwyn ymyrryd yn uniongyrchol er budd y plant cymwys hynny, ond gellir defnyddio'r adnoddau ar gyfer ymyraethau cyffredinol a fyddai'n arwain at fanteision anghymesur i rai dysgwyr sy'n gymwys am brydau ysgol am ddim neu blant sy'n derbyn gofal hefyd. Felly, mae hynny'n effeithio yn ei dro ar y rhai sydd efallai ychydig dros y trothwy neu y mae cyfyngiadau eraill ar eu cyrhaeddiad addysgol, ond nid rhai ariannol. Gadewch imi roi un enghraifft o ranbarth yr Aelod ei hun. Yn Ysgol Gynradd Sirol Brynteg yn Wrecsam mae mwy na 32 y cant o ddysgwyr yn gymwys i gael prydau ysgol am ddim ac maen nhw wedi defnyddio eu grant amddifadedd disgyblion i ddatblygu rhaglen meddylfryd twf ar gyfer pob dysgwr yn yr ysgol - pob dysgwr. Ond yr hyn y gwyddom ni yw bod hynny yn rhoi mantais anghymesur i ddysgwyr sy'n dod o gefndir mwy difreintiedig. Felly, mae pob dysgwr yn elwa ar y rhaglen honno, ond mae o fudd anghymesur i'r plant hynny sy'n cael prydau ysgol am ddim. O ran profiadau niweidiol yn ystod plentyndod ac anhwylder ymlyniad, sy'n agweddau y mae ysgolion cynradd yn dweud wrthyf eu bod yn ymryson ac yn ymdrin fwyfwy â nhw, yng nghonsortiwm rhanbarthol ERW defnyddiwyd adnoddau ar gyfer plant sy'n derbyn gofal i sicrhau bod pob ysgol gynradd yn ymwybodol o broblemau ymlyniad a phrofiadau niweidiol yn ystod plentyndod. Unwaith eto, mae hynny o bosibl er budd pawb yn yr ysgol, ond gwyddom ei fod yn rhoi budd anghymesur i is-set benodol o blant sydd â hawl i'r adnodd hwn. Nid wyf yn bwriadu cyfyngu ar ddefnydd ysgolion o'r arian. Yr hyn yr wyf eisiau ei wneud yw sicrhau bod yr ysgolion yn defnyddio'r dystiolaeth a'r arferion gorau a gwybod mai'r ymyraethau maen nhw'n eu defnyddio yw'r rhai y gwyddom ni eu bod yn gweithio mewn gwirionedd ar gyfer plant. Felly, Michelle, rydych chi yn llygad eich lle; mae angen inni edrych yn gynhwysfawr ar bob plentyn unigol ac ar sut y gallwn ni gefnogi'r plant hynny i gyrraedd eu potensial, beth bynnag fo hwnnw. Felly, nid cefnogaeth yn unig i blant ddal i fyny yw hyn, ond mae'n ymestyn plant sy'n fwy abl a thalentog ac i gynyddu'r dyheadau hynny ar gyfer y plant, rhywbeth y mae Ysgol Gynradd Sirol Brynteg wedi ei wneud yn rhyfeddol. Nid wyf yn siwr ai dyma'r siaradwr olaf, Cadeirydd -