English: However, I would draw Members attention to data provided to me by the Catholic Education Service, where we have been advised that the number of pupils previously withdrawn from denominational RE in 2020 was just one. So, the anticipated extra costs of this proposed change should be minimal. My officials will, however, continue to monitor the position over the coming years, working closely with our partners in the Catholic Education Service and the Church in Wales. As I have said, both of them have been clear that they are content with the changes made at Stage 2 by the Government, and they consider these to be their key priorities. Therefore, I would ask the Senedd to vote against these amendments. Moving, now, to amendments 19, 24, 26 and 28, RVE, I agree, raises complex issues, which a school can play a vital role in helping learners understand, and the Bill ensures that all learners will have access to pluralistic RVE, which will include a range of religious and non-religious views. There is no absolute right to have a child educated in accordance with the parents' religious or philosophical beliefs, either in UK law or under the European convention on human rights. Similarly, there is no right to have education provided by the state according to one's own religious beliefs. So, whilst the state recognises a place for religious schools, its obligation under the rights protected by the Human Rights Act 1998 is to provide the opportunity for pluralistic provision alone. The Bill does not prevent parents immersing or teaching their children in any faith that they choose, either at home or in a place of worship, but that is a matter for the parents to arrange and not for the school. In ensuring that all learners in all schools have the right of access to a RVE syllabus that has been designed having regard to an agreed syllabus, we are supporting learners to garner an appreciation of other religions and to develop tolerance and community cohesion. The issue of the removal of the right to withdraw from RVE has been carefully considered and consulted on, but I accept that there are strong views. As the Bill will no longer allow parents to withdraw their children from RVE, it does require schools of a religious character to give effect to parents' requests for alternative RVE provision, whether that is RVE designed having regard to the agreed syllabus or RVE that accords with the school's trust deeds. In the new curriculum, schools of a religious character will continue to be able to deliver denominational RVE in accordance with those trust deeds, and I've been very clear that nothing proposed in this Bill is intended to prevent schools of a religious character from teaching their own denominational RVE syllabus. Throughout the development of the new curriculum, we've worked with stakeholders and partners like the Catholic Education Service and consulted widely. Their schools make a valuable contribution to the education system, and, as I have mentioned previously, both they and the Church in Wales have confirmed that the Stage 2 amendments have addressed their key concerns. Finally, turning to amendment 18, this amendment I do not believe is required, because a complaints process is already in place for all elements of a school's management, including the curriculum. There is already provision in section 409 of the Education Act 1996 that requires a local authority to establish a complaints process in respect of a complaint around the provision of a curriculum, or where a governing body of a maintained school has acted or is proposing to act unreasonably in relation to a power that they have or the duties to which they are subject. Governing bodies of maintained schools must also adopt a complaints policy under section 29 of the Education Act 2002, but complaints relating to the curriculum should be made to the local authority first. Ultimately, if a person remains unhappy and feels that the school has exercised its powers unreasonably, they can ask the local authority in the first place, and potentially, then, Welsh Ministers, to exercise their powers of direction under the School Standards and Organisation (Wales) Act 2013. Adding another complaints process I believe would be an unnecessary duplication, and would simply be an additional burden for schools to cope with, when the requirement for a complaints procedure is already set out in legislation. And I don't believe that RVE should be singled out for its own complaints process; I don't believe that there is a rationale for doing so. Therefore, I would urge Members to reject this amendment and not add an additional burden on schools. Thank you, Presiding Officer.
Welsh: Fodd bynnag, hoffwn dynnu sylw'r Aelodau at ddata a ddarparwyd imi gan y Gwasanaeth Addysg Gatholig, pryd y cawsom wybod mai dim ond un oedd nifer y disgyblion a dynnwyd yn flaenorol o addysg grefyddol enwadol yn 2020. Felly, dylai costau ychwanegol disgwyliedig y newid arfaethedig hwn fod yn fach iawn. Fodd bynnag, bydd fy swyddogion yn parhau i fonitro'r sefyllfa dros y blynyddoedd nesaf, gan weithio'n agos gyda'n partneriaid yn y Gwasanaeth Addysg Gatholig a'r Eglwys yng Nghymru. Fel y dywedais, mae'r ddau ohonyn nhw wedi bod yn glir eu bod yn fodlon ar y newidiadau a wnaed yng Nghyfnod 2 gan y Llywodraeth, ac maen nhw o'r farn mai'r rhain yw eu blaenoriaethau allweddol. Felly, rwyf yn gofyn i'r Senedd bleidleisio yn erbyn y gwelliannau hyn. Gan symud nawr, at welliannau 19, 24, 26 a 28, mae crefydd, gwerthoedd a moeseg, rwy'n cytuno, yn codi materion cymhleth, y gall ysgol chwarae rhan hanfodol wrth helpu dysgwyr i'w deall, ac mae'r Bil yn sicrhau y bydd gan bob dysgwr fynediad at grefydd, gwerthoedd a moeseg amlblwyfol, a fydd yn cynnwys amrywiaeth o safbwyntiau crefyddol ac anghrefyddol. Nid oes hawl absoliwt i blentyn gael ei addysgu yn unol â chredoau crefyddol neu athronyddol y rhieni, naill ai yng nghyfraith y DU nac o dan y confensiwn Ewropeaidd ar hawliau dynol. Yn yr un modd, nid oes hawl i gael addysg wedi ei darparu gan y wladwriaeth yn ôl credoau crefyddol rhywun ei hun. Felly, er bod y wladwriaeth yn cydnabod bod lle i ysgolion crefyddol, ei rhwymedigaeth o dan yr hawliau a ddiogelir gan Ddeddf Hawliau Dynol 1998 yw rhoi'r cyfle i gael darpariaeth addysg amlblwyfol yn unig. Nid yw'r Bil yn atal rhieni rhag trochi nac addysgu eu plant mewn unrhyw ffydd a ddewisant, naill ai gartref neu mewn man addoli, ond mater i'r rhieni yw ei drefnu ac nid mater i'r ysgol yw hynny. Wrth sicrhau bod gan bob dysgwr ym mhob ysgol yr hawl i gael mynediad i faes llafur crefydd, gwerthoedd a moeseg sydd wedi'i gynllunio gan ystyried maes llafur cytunedig, rydym yn cefnogi dysgwyr i ennyn gwerthfawrogiad o grefyddau eraill ac i ddatblygu goddefgarwch a chydlyniant cymunedol. Mae'r mater o ddileu'r hawl i dynnu allan o grefydd, gwerthoedd a moeseg wedi'i ystyried yn ofalus ac wedi'i ymgynghori arno, ond rwy'n derbyn bod barn gref. Gan na fydd y Bil bellach yn caniatáu i rieni dynnu eu plant allan o wersi crefydd, gwerthoedd a moeseg, mae'n ei gwneud yn ofynnol i ysgolion o gymeriad crefyddol weithredu cais rhieni am ddarpariaeth crefydd, gwerthoedd a moeseg amgen, boed hwnnw'n faes llafur crefydd, gwerthoedd a moeseg a gynlluniwyd gan roi sylw i'r maes llafur neu'r crefydd, gwerthoedd a moeseg y cytunwyd arno sy'n cyd-fynd â gweithredoedd ymddiriedolaeth yr ysgol. Yn y cwricwlwm newydd, bydd ysgolion o gymeriad crefyddol yn parhau i allu darparu crefydd, gwerthoedd a moeseg enwadol yn unol â'r gweithredoedd ymddiriedolaeth hynny, ac rwyf wedi bod yn glir iawn na fwriedir i unrhyw beth a gynigir yn y Bil hwn atal ysgolion o gymeriad crefyddol rhag addysgu eu maes llafur crefydd, gwerthoedd a moeseg enwadol eu hunain. Drwy gydol y broses o ddatblygu'r cwricwlwm newydd, rydym wedi gweithio gyda rhanddeiliaid a phartneriaid fel y Gwasanaeth Addysg Gatholig ac wedi ymgynghori'n eang. Mae eu hysgolion yn gwneud cyfraniad gwerthfawr i'r system addysg, ac, fel yr wyf wedi sôn o'r blaen, maen nhw a'r Eglwys yng Nghymru wedi cadarnhau bod gwelliannau Cyfnod 2 wedi mynd i'r afael â'u prif bryderon. Yn olaf, gan droi at welliant 18, nid wyf yn credu bod angen y gwelliant hwn, oherwydd mae proses gwyno eisoes ar waith ar gyfer pob elfen o reolaeth ysgol, gan gynnwys y cwricwlwm. Mae darpariaeth eisoes yn adran 409 o Ddeddf Addysg 1996 sy'n ei gwneud yn ofynnol i awdurdod lleol sefydlu proses gwyno mewn cysylltiad â chwyn ynghylch darparu cwricwlwm, neu pan fo corff llywodraethu ysgol a gynhelir wedi gweithredu neu'n bwriadu gweithredu yn afresymol mewn cysylltiad â phŵer sydd ganddo neu'r dyletswyddau y mae'n ddarostyngedig iddynt. Mae'n rhaid i gyrff llywodraethu ysgolion a gynhelir hefyd fabwysiadu polisi cwynion o dan adran 29 o Ddeddf Addysg 2002, ond dylid gwneud cwynion sy'n ymwneud â'r cwricwlwm i'r awdurdod lleol yn gyntaf. Yn y pen draw, os bydd unigolyn yn parhau i fod yn anhapus ac yn teimlo bod yr ysgol wedi arfer ei phwerau mewn modd afresymol, caiff ofyn i'r awdurdod lleol yn y lle cyntaf, ac o bosibl wedyn, i Weinidogion Cymru, arfer eu pwerau cyfarwyddo o dan Ddeddf Safonau a Threfniadaeth Ysgolion (Cymru) 2013. Gan ychwanegu proses gwyno arall, rwy'n credu y byddai hyn yn ddyblygu diangen, a byddai'n faich ychwanegol i ysgolion ymdopi ag ef, pan fo'r gofyniad am weithdrefn gwyno eisoes wedi ei nodi mewn deddfwriaeth. Ac nid wyf yn credu y dylid nodi crefydd, gwerthoedd a moeseg ar ei ben ei hun ar gyfer ei broses gwyno ei hun; Nid wyf yn credu bod sail resymegol dros wneud hynny. Felly, rwyf yn annog yr Aelodau i wrthod y gwelliant hwn a pheidio ag ychwanegu baich ychwanegol ar ysgolion. Diolch Llywydd.