English: Thank you, Suzy, and thank you very much for taking the trouble to recognise the contribution of our chief inspector to the education system. I think it's absolutely fair to say that his relationship either with the Minister or with education spokespersons has been one of absolute transparency, and he has wanted to share his knowledge and views on Welsh education in a completely impartial way as his role dictates. So, thank you for your comments; it's much appreciated. With regard to standards in secondary schools, clearly, we need to make more progress. It's important for local authorities and regional consortia, I believe, to identify as soon as possible those schools that are at risk of under-performing or causing concern. In some ways, by the time Estyn makes a formal judgment in that case, things have gone on for too long. So, there's a real challenge there for both the regional consortia and the local authorities to be in close contact, and to identify and provide support earlier. I'm aware that Estyn has continued to engage closely with schools in a statutory category during the pandemic, so it's not as if these issues have been swept under the carpet or ignored because we're in the middle of a pandemic. Estyn have adopted a sensitive, flexible approach with these schools, and have assigned a pastoral HMI to each of them to see how they are dealing with the pandemic, to check on well-being and to offer continued support, as have local authorities and regional consortia. But there's no getting away from it, and I recognise that too many of our secondary schools are not improving sufficiently or fast enough, and that is why we trialled a multi-agency approach for secondary schools in need of the highest level of support, both for schools that are already causing concerns or those schools that were at risk of doing so. I note the chief inspector's comments about the trial and that new approach. We worked closely with stakeholders across the middle tier to develop it, and it has evolved from the work of the four regional consortia that have been most effective at improving our most challenging schools. So, it builds upon good practice of what worked in previous circumstances. We started testing the multi-agency approach with a small number of secondary schools across Wales - two from each region, actually - but, unfortunately, the trial of this new approach was paused in March as schools and local authorities needed to focus on the response to the pandemic. Both Estyn and the Welsh Government have carried out an informal survey of schools, local authorities and regions that had participated in that trial, and we have recognised some of the points of strength of that approach. Clearly, we will now plan to roll out that approach to all secondary schools that are in a category as soon as we are able to do so. But I think the way in which we identify schools earlier before they reach that categorisation, and then how we actually have a multi-agency approach, so it's not just the job of the school, and Estyn comes along a number of weeks or months later to make a judgement again, but actually it's part of the school improvement journey - that new approach, we believe, will pay dividends. With regard to the £29 million and what standards are we building back to, Suzy, you will be aware of what the inspector says about regression in literacy and numeracy. This is particularly challenging for our youngest children, and our most deprived children. What we need to do is to, in the first instance, address that learning loss and get children back up to a level that could be reasonably expected of them - so, where they would have expected their progression to have got to if the pandemic hadn't hit us. We need to get those children back to that point in the first instance, and then look to improve from that. But you'll be aware the inspector does say that early reports from September show that a number of children have gone backwards, so we need to get them back to what an expected standard would have been, or the expectations a teacher would have had for those children, whatever stage of education they're in, before the pandemic hit. With regard to the curriculum, can I politely say that you have taken selections of what the inspector has said about the curriculum? You're right; he does report positively on improved digital competence, he does talk about well-being, but he actually does say that both primary and secondary schools are already - that despite the challenge they face in this most difficult of times, actually, the level of disruption has been so great they've used this opportunity to move away from how things used to be to begin to change their approaches in anticipation of the curriculum. So, that's good to see - that even in this most difficult of times, when sometimes just getting the door open in the morning has been a triumph, especially in parts of Wales where the public health situation has been most serious, both primaries and secondaries are beginning to do the thinking and the practice ready for the new curriculum. Clearly, we have two processes here. We have the legislative process, which you and I are both very much actively engaged in, and then we have the implementation process, and we will continue to work, as we have done throughout this curriculum planning period, with the sector to address readiness issues and to keep under review whether the time is sufficient and whether the level of disruption has caused too much difficulty for schools. But as I said, I am encouraged. It would have been, perhaps, intuitive to believe that no schools were beginning to think about the curriculum at this moment, and the inspector says something very different. Thank you.
Welsh: Diolch, Suzy, a diolch yn fawr am fynd i'r drafferth o gydnabod cyfraniad ein prif arolygydd i'r system addysg. Rwy'n credu ei bod yn gwbl deg dweud bod ei berthynas naill ai â'r Gweinidog neu â llefarwyr addysg wedi bod yn un o dryloywder llwyr, ac mae ef wedi bod eisiau rhannu ei wybodaeth a'i farn ynghylch addysg yng Nghymru mewn ffordd gwbl ddiduedd fel y mae ei swydd yn mynnu. Felly, diolch am eich sylwadau; gwerthfawrogir hynny yn fawr. O ran safonau mewn ysgolion uwchradd, yn amlwg, mae angen i ni wneud mwy o gynnydd. Rwy'n credu ei bod yn bwysig i awdurdodau lleol a chonsortia rhanbarthol nodi cyn gynted â phosibl yr ysgolion hynny sydd mewn risg o danberfformio neu sy'n achosi pryder. Mewn rhai ffyrdd, erbyn i Estyn wneud dyfarniad ffurfiol yn yr achos hwnnw, mae pethau wedi mynd ymlaen yn rhy hir. Felly, mae her wirioneddol yno i'r consortia rhanbarthol a'r awdurdodau lleol fod mewn cysylltiad agos, ac i nodi a darparu cymorth yn gynharach. Rwy'n ymwybodol bod Estyn wedi parhau i ymgysylltu'n agos ag ysgolion mewn categori statudol yn ystod y pandemig, felly nid yw fel petai'r materion hyn wedi'u diystyru neu wedi'u hanwybyddu oherwydd ein bod ni yng nghanol pandemig. Mae Estyn wedi mabwysiadu dull o weithredu sensitif a hyblyg gyda'r ysgolion hyn, ac wedi neilltuo arolygydd bugeiliol i bob un ohonyn nhw i weld sut y maen nhw'n ymdrin â'r pandemig, i gadw llygad ar lesiant ac i gynnig cymorth parhaus, fel y gwnaeth awdurdodau lleol a chonsortia rhanbarthol. Ond does dim dianc rhag y peth, ac rwy'n cydnabod bod gormod o'n hysgolion uwchradd nad ydyn nhw'n gwella'n ddigonol neu'n ddigon cyflym, a dyna pam y gwnaethom ni dreialu dull amlasiantaethol ar gyfer ysgolion uwchradd sydd angen y lefel uchaf o gymorth, ar gyfer ysgolion sydd eisoes yn achosi pryderon neu'r ysgolion hynny a oedd mewn risg o wneud hynny. Rwy'n nodi sylwadau'r prif arolygydd am y treial a'r dull newydd hwnnw. Gwnaethom ni weithio'n agos gyda rhanddeiliaid ledled yr haen ganol i'w ddatblygu, ac mae wedi datblygu o waith y pedwar consortiwm rhanbarthol sydd wedi bod yn fwyaf effeithiol o ran gwella ein hysgolion mwyaf heriol. Felly, mae'n datblygu arfer da o'r hyn a weithiodd mewn amgylchiadau blaenorol. Gwnaethom ni ddechrau profi'r dull amlasiantaethol gyda nifer fach o ysgolion uwchradd ledled Cymru - dwy o bob rhanbarth, mewn gwirionedd - ond, yn anffodus, cafodd y broses o dreialu'r dull newydd hwn ei hatal ym mis Mawrth gan fod angen i ysgolion ac awdurdodau lleol ganolbwyntio ar yr ymateb i'r pandemig. Mae Estyn a Llywodraeth Cymru wedi cynnal arolwg anffurfiol o ysgolion, awdurdodau lleol a rhanbarthau a oedd wedi cymryd rhan yn y treial hwnnw, ac rydym ni wedi cydnabod rhai o bwyntiau cryfder y dull gweithredu hwnnw. Yn amlwg, byddwn ni yn awr yn ceisio cyflwyno'r dull hwnnw i bob ysgol uwchradd sydd mewn categori cyn gynted ag y gallwn ni wneud hynny. Ond rwy'n credu bod y ffordd yr ydym ni'n nodi ysgolion yn gynharach cyn iddyn nhw gyrraedd y categoreiddio hwnnw, ac yna sut y mae gennym ni ddull amlasiantaethol, felly nid gwaith yr ysgol yn unig ydyw, ac mae Estyn yn dod nifer o wythnosau neu fisoedd;yn ddiweddarach i lunio barn eto, ond mewn gwirionedd mae'n rhan o daith gwella'r ysgol - bydd y dull newydd hwnnw, yn ein barn ni, yn talu ar ei ganfed. O ran y £29 miliwn a pha safonau yr ydym ni'n dychwelyd atyn nhw, Suzy, byddwch chi'n ymwybodol o'r hyn y mae'r arolygydd yn ei ddweud ynghylch dirywiad mewn llythrennedd a rhifedd. Mae hyn yn arbennig o heriol i'n plant ieuengaf, a'n plant mwyaf difreintiedig. Yr hyn y mae angen i ni ei wneud yw mynd i'r afael, yn y lle cyntaf, â cholli'r dysgu hwnnw a chael plant yn ôl i lefel y mae modd disgwyl ganddyn nhw yn rhesymol - felly, lle bydden nhw wedi disgwyl i'w cynnydd fod wedi cyrraedd pe na bai'r pandemig wedi ein taro ni. Mae angen i ni gael y plant hynny'n ôl at y pwynt hwnnw yn y lle cyntaf, ac yna ceisio gwella o hynny. Ond byddwch chi'n ymwybodol bod yr arolygydd yn dweud bod adroddiadau cynnar o fis Medi yn dangos bod nifer o blant wedi cwympo nôl, felly mae angen i ni eu cael nhw nôl i'r hyn y byddai safon ddisgwyliedig wedi bod, neu'r disgwyliadau y byddai athro wedi'u cael ar gyfer y plant hynny, pa gam bynnag o addysg y maen nhw arno, cyn i'r pandemig daro. O ran y cwricwlwm, a gaf i ddweud yn gwrtais eich bod chi wedi dewis a dethol yr hyn y mae'r arolygydd wedi'i ddweud o ran y cwricwlwm? Rydych chi'n gywir; mae'n adrodd yn gadarnhaol ar well cymhwysedd digidol, mae'n sôn am lesiant, ond mae'n dweud mewn gwirionedd fod ysgolion cynradd ac uwchradd eisoes - er gwaethaf yr her y maen nhw'n ei hwynebu yn yr adegau anoddaf hyn, bod lefel yr amhariad wedi bod gymaint fel eu bod wedi defnyddio'r cyfle hwn i symud i ffwrdd o'r ffordd yr oedd pethau arfer bod, i ddechrau newid eu dulliau gweithredu gan ragweld y cwricwlwm. Felly, mae hynny'n dda i'w weld - hyd yn oed yn yr adegau anoddaf hyn, pan fo agor y drws yn y bore weithiau wedi bod yn fuddugoliaeth, yn enwedig mewn rhannau o Gymru lle mae sefyllfa iechyd y cyhoedd wedi bod fwyaf difrifol, mae ysgolion cynradd ac uwchradd yn dechrau meddwl ac ymarfer yn barod ar gyfer y cwricwlwm newydd. Yn amlwg, mae gennym ni ddwy broses yma. Mae gennym ni'r broses ddeddfwriaethol, yr ydych chi a finnau'n ymwneud â hi'n weithredol iawn, ac yna mae gennym ni'r broses weithredu, a byddwn ni'n parhau i weithio, fel yr ydym ni wedi'i wneud drwy gydol cyfnod cynllunio'r cwricwlwm hwn, gyda'r sector i fynd i'r afael â materion parodrwydd ac i barhau i adolygu a yw'r amser yn ddigonol ac a yw lefel yr amhariad wedi achosi gormod o anhawster i ysgolion. Ond fel y dywedais i, rwy'n cael fy nghalonogi. Efallai y byddai wedi bod yn reddfol credu nad oedd yr un ysgol yn dechrau meddwl am y cwricwlwm ar hyn o bryd, ac mae'r arolygydd yn dweud rhywbeth gwahanol iawn. Diolch.