techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: One issue that certainly adds significantly to that workload is budgeting, particularly at this time of the year. What creates complexity is when funding is provided via grant very late in the day, as has happened this week. I want to quote one headteacher who contacted me yesterday, and this is what she said: 'We are spending more time writing about how we're going to spend these grants than we spend in actually using the grants in the first place.' And another headteacher told me that, 'Whilst, of course, I always welcome any additional funding on any occasion, I do feel that a lack of planning and arrangements does account for the money being released so late in the day, and perhaps this, of course, gives an unfair picture of school budgets and the amounts carried over from one year to the next.' Now, I understand entirely and accept entirely that the situation is even more unstable than usual this year because of the pandemic, but do you accept that this is a major problem - the grants arriving very late in the day? And what should the next Government do, in your view, to reduce that workload in terms of budgeting placed on our teachers, so that they can be released to focus on teaching?
Welsh: Un mater sydd yn sicr yn ychwanegu'n sylweddol at y baich gwaith ydy gosod cyllidebau, yn enwedig yr adeg yma o'r flwyddyn. Beth sy'n creu cymhlethdod yw pan fo arian yn cyrraedd drwy grant yn hwyr iawn yn y dydd, fel sydd wedi digwydd wythnos yma. Dwi am ddyfynnu un pennaeth a gysylltodd efo fi ddoe. Dyma ddywedodd hi: 'Rydym ni yn treulio mwy o amser yn ysgrifennu am sut i wario'r grantiau nag ydym yn defnyddio'r grantiau yn y lle cyntaf.' Ac mi ddywedodd pennaeth arall wrthyf i, 'Tra dwi, wrth gwrs, ar bob cyfrif, yn croesawu unrhyw gyllid ychwanegol ar unrhyw achlysur, teimlaf fod diffyg cynllunio a threfniadaeth i gyfrif am ryddhau'r arian mor hwyr yn y dydd, ac efallai fod hyn, wrth gwrs, yn rhoi darlun annheg o gyllidebau ysgolion a'r swm sy'n cario drosodd o un flwyddyn i'r llall.' Rŵan, dwi'n derbyn yn llwyr fod y sefyllfa hyd yn oed yn fwy ansefydlog nag arfer eleni oherwydd y pandemig, ond a ydych chi'n derbyn bod hyn broblem fawr - y grantiau yn cyrraedd yn hwyr iawn yn y dydd? A beth ddylai'r Llywodraeth nesaf ei wneud, yn eich barn chi, i leihau'r baich gwaith ariannol sydd ar ein hathrawon ni, a hynny er mwyn eu rhyddhau nhw i ganolbwyntio ar y dysgu?
English: The Member is correct: sometimes, we are able to release additional resources to the education system later on in the year. The challenges of operating a budget of the size that we do are not without difficulties, but I will never turn down an opportunity from the finance Minister to spend more money on schools. With regard to the bureaucracy and the reporting, I would say to Siân Gwenllian that, throughout my period as education Minister, she has often asked me to explain where the money has gone, and, indeed, we've just heard from Suzy Davies wanting to know a detailed breakdown of how the additional money from RRRS has been spent. I can only provide answers to people like yourself, Siân, or Suzy Davies, if we ask teachers to report back on what they're spending money on, otherwise I'm not able to answer the questions you often ask me.
Welsh: Mae'r Aelod yn gywir: weithiau, gallwn ryddhau adnoddau ychwanegol i'r system addysg yn ddiweddarach yn y flwyddyn. Nid yw'r heriau o weithredu cyllideb o'r maint sydd gennym heb eu hanawsterau, ond ni fyddaf byth yn gwrthod cyfle gan y Gweinidog cyllid i wario mwy o arian ar ysgolion. O ran y fiwrocratiaeth a'r adrodd, byddwn yn dweud wrth Siân Gwenllian ei bod, drwy gydol fy nghyfnod fel Gweinidog addysg, yn aml wedi gofyn imi egluro i ble mae'r arian wedi mynd, ac yn wir, rydym newydd glywed gan Suzy Davies a oedd eisiau dadansoddiad manwl o sut y mae'r arian ychwanegol ar gyfer recriwtio, adfer a chodi safonau wedi'i wario. Ni allaf roi atebion i bobl fel chi, Siân, neu Suzy Davies, heb ofyn i athrawon adrodd yn ôl ar yr hyn y maent yn gwario arian arno, neu fel arall ni allaf ateb y cwestiynau rydych chi'n aml yn eu gofyn i mi.
English: I of course accept that point, but there is far too much data being collected, and it's data that the teachers, very often, don't understand why you, as a Government, would need that data. If I could turn to my final question to you - not just for today, of course - may I also thank you very much for your willing collaboration through this Senedd, and particularly for our regular meetings during the pandemic? We certainly share the same passion for the importance of education in the lives of our children and young people, and I'd like to thank you for all your hard work over the years, and particularly for focusing on the deprived children of Wales. I think that has been a prominent feature of your period in post. Suzy has already asked you about useful experiences for prospective Ministers, but I want you to look forward, and look beyond COVID, if you could. What, in your view, is the greatest challenge facing the new education Minister over the next years?
Welsh: Dwi'n derbyn y pwynt yna, wrth gwrs, ond mae yna ormodedd o lawer o ddata yn cael ei gasglu, a data yn aml iawn nad ydy'r athrawon eu hunain ddim yn deall pam rydych chi, fel Llywodraeth, eu hangen nhw. A gaf i droi at fy nghwestiwn olaf i i chi - nid yn unig am heddiw, wrth gwrs - a gaf innau hefyd ddiolch yn fawr i chi am eich cydweithrediad parod yn ystod y Senedd yma, ac yn enwedig am ein cyfarfodydd rheolaidd ni yn ystod y pandemig? Rydym ni'n sicr yn rhannu'r un angerdd dros bwysigrwydd addysg ym mywydau ein plant a'n pobl ifanc, a diolch i chi am eich holl waith caled ar hyd y blynyddoedd, ac yn enwedig am fynnu sylw i blant difreintiedig Cymru. Dwi'n meddwl bod hwnnw wedi bod yn nodwedd amlwg o'ch cyfnod chi fel Gweinidog. Mae Suzy wedi eich holi chi am brofiadau defnyddiol i ddarpar Weinidog. Dwi am ofyn i chi edrych ymlaen, ac edrych ymlaen tu draw i'r cyfnod COVID, os fedrwch chi. Beth, yn eich tyb chi, ydy'r her fwyaf fydd yn wynebu Gweinidog addysg newydd Cymru dros y blynyddoedd nesaf?
English: The greatest challenge facing any education Minister is the realisation that education reform and transformation cannot be driven by the will of a single Minister. It has to be done in collaboration and co-operation with the sector. The co-construction of our national mission and our new curriculum has focused on building those strong relationships. I think it will be really important for any incoming education Minister to continue to work in that spirit and not dictate from the centre.
Welsh: Yr her fwyaf sy'n wynebu unrhyw Weinidog addysg yw sylweddoli nad oes modd i ewyllys un Gweinidog yn unig yrru'r gwaith o ddiwygio a thrawsnewid addysg. Rhaid ei wneud mewn cydweithrediad â'r sector. Mae cydadeiladu ein cenhadaeth genedlaethol a'n cwricwlwm newydd wedi canolbwyntio ar feithrin y cysylltiadau cryf hynny. Credaf y bydd yn bwysig iawn i unrhyw Weinidog addysg newydd barhau i weithio yn yr ysbryd hwnnw a pheidio â gorchymyn o'r canol.
English: Our operational guidance states that face coverings should be worn by secondary school learners in all parts of the school building if social distancing cannot be maintained, and on dedicated school transport. This is one of a range of measures to keep schools as safe as possible for both staff and learners.
Welsh: Mae ein canllawiau gweithredol yn nodi y dylai dysgwyr ysgol uwchradd wisgo gorchuddion wyneb ym mhob rhan o adeilad yr ysgol os na ellir cadw pellter cymdeithasol, ac ar gludiant ysgol dynodedig. Mae hwn yn un o ystod o fesurau i gadw ysgolion mor ddiogel â phosibl i staff a dysgwyr.
English: Thanks, Minister. There's much research that exists on the unhealthiness of prolonged unsupervised mask wearing as there is on the benefit. We need to get all pupils back into the classroom in a positive learning environment. UsforThem Cymru is an example of concerned parents who want clear direction on freedom to choose, because many pupils are being told that the wearing of masks in the classroom over a prolonged period is mandatory, and policing in all senses works best on consensus. There are real physical and mental impairments to mask wearing and the issue of some headteachers mandating the wearing of masks is causing real anxiety, possible future health problems - depending on the mask and what is done with the mask before wearing - and, for many pupils, it is a barrier to learning. So, what I'm looking for here is some kind of responsibility because you omitted to really address the issue of pupils having to wear masks in classrooms over a prolonged period. So, what will you do to support parents, pupils and staff who choose not to wear masks or who want to not wear masks in the classroom over a prolonged period? What are you going to do to support those people?
Welsh: Diolch, Weinidog. Mae llawer o ymchwil yn bodoli ar afiachusrwydd gwisgo masg am amser hir heb oruchwyliaeth fel sydd i'w gael ar y manteision. Mae angen inni gael pob disgybl yn ôl i'r ystafell ddosbarth mewn amgylchedd dysgu cadarnhaol. Mae UsforThem Cymru yn enghraifft o rieni pryderus sydd am gael cyfeiriad clir ar y rhyddid i ddewis, oherwydd dywedir wrth lawer o ddisgyblion fod gwisgo masgiau yn yr ystafell ddosbarth am gyfnod hir yn orfodol, ac mae plismona ym mhob ystyr yn gweithio orau drwy gonsensws. Mae yna namau corfforol a meddyliol go iawn sy'n deillio o wisgo masgiau ac mae'r ffaith bod rhai penaethiaid yn mynnu bod masgiau'n cael eu gwisgo yn achosi pryder gwirioneddol, problemau iechyd posibl yn y dyfodol - yn dibynnu ar y masg a'r hyn a wneir gyda'r masg cyn ei wisgo - ac i lawer o ddisgyblion, mae'n rhwystr i ddysgu. Felly, yr hyn rwy'n chwilio amdano yma yw rhyw fath o gyfrifoldeb gan eich bod wedi osgoi mynd i'r afael â'r orfodaeth i ddisgyblion wisgo masgiau mewn ystafelloedd dosbarth dros gyfnod hir. Felly, beth fyddwch chi'n ei wneud i gefnogi rhieni, disgyblion a staff sy'n dewis peidio â gwisgo masgiau neu sydd am beidio â gwisgo masgiau yn yr ystafell ddosbarth dros gyfnod estynedig? Beth a wnewch i gefnogi'r bobl hynny?
English: I'm not aware that we're asking children to wear masks in an unsupervised situation at all. Children are supervised on school transport and when they're in classrooms they are supervised. The advise that we're giving is that when social distancing cannot be maintained, then masks should be worn because that offers a level of protection, as I said, to both staff and learners. There are times when masks are not appropriate, such as at meal times, when outside, when social distancing is possible, when learners are running around, playing active games, and where learners do have indeed a genuine, specific barrier to wearing a mask. What I would say to parents and to pupils is I'm very grateful for their continuing willingness to engage actively with us, as Welsh Government, and with headteachers and recognise the steps that we can all take to minimise disruption to education and to keep them learning. And I'm very grateful for their willingness to continue to do so.
Welsh: Nid wyf yn ymwybodol ein bod yn gofyn i blant wisgo masgiau mewn sefyllfa heb oruchwyliaeth o gwbl. Mae'r plant yn cael eu goruchwylio ar gludiant ysgol a phan fyddant mewn ystafelloedd dosbarth. Y cyngor a roddwn pan na ellir cynnal mesurau cadw pellter cymdeithasol, yw y dylid gwisgo masgiau am fod hynny'n cynnig lefel o ddiogelwch i staff a dysgwyr, fel y dywedais. Mae yna adegau pan nad yw masgiau'n briodol, megis adeg prydau bwyd, pan fyddant y tu allan, pan fo'n bosibl cadw pellter cymdeithasol, pan fydd dysgwyr yn rhedeg o gwmpas, yn chwarae gemau corfforol, a lle mae gan ddysgwyr reswm penodol go iawn pam na ddylent wisgo masg. Yr hyn y byddwn yn ei ddweud wrth rieni ac wrth ddisgyblion yw fy mod yn ddiolchgar iawn am eu parodrwydd parhaus i ymwneud yn weithredol â ni, fel Llywodraeth Cymru, a chyda phenaethiaid, a chydnabod y camau y gallwn i gyd eu cymryd i leihau tarfu ar addysg a chadw plant i ddysgu. Ac rwy'n ddiolchgar iawn am eu parodrwydd i barhau i wneud hynny.
English: Can I wish you well for the future, Minister? You have survived five years and prospered, I think, despite having to start under the incubus of a commendation from me - there we are, it obviously, didn't affect your authority and performance. I do have some sympathy with Neil McEvoy's point here, because I think we need a flexible approach in some respects. And I'm particularly concerned bout the need for effective social communication, especially for those pupils who are hard-of-hearing and also those pupils who have a language learning difficulty and therefore need lip-reading as part of their communication method. So, I do hope that the guidance is flexible enough to address these very real issues that do affect a minority of our pupils.
Welsh: A gaf fi ddymuno'n dda i chi ar gyfer y dyfodol, Weinidog? Rydych wedi goroesi pum mlynedd ac wedi ffynnu, rwy'n credu, er i chi orfod dechrau o dan faich cymeradwyaeth gennyf fi - dyna fe, mae'n amlwg nad effeithiodd ar eich awdurdod na'ch perfformiad. Mae gennyf rywfaint o gydymdeimlad â phwynt Neil McEvoy yma, oherwydd credaf fod arnom angen dull hyblyg mewn rhai ffyrdd. Ac rwy'n pryderu'n arbennig am yr angen am gyfathrebu cymdeithasol effeithiol, yn enwedig i'r disgyblion sy'n drwm eu clyw a hefyd y disgyblion sydd ag anhawster dysgu iaith ac angen darllen wefusau o'r herwydd fel rhan o'u dull cyfathrebu. Felly, rwy'n gobeithio bod y canllawiau'n ddigon hyblyg i fynd i'r afael â'r problemau real iawn hyn sy'n effeithio ar leiafrif o'n disgyblion.
English: Thank you, David, and thank you for your kind words. Coming from you, who I have appreciated working alongside, as a member of the class of 1999, they are worth that much more. Can I assure the Member that there is flexibility? Where learners have a specific barrier to wearing a face mask, then that should be recognised by schools. That might be in the case of neurodiverse learners or where learners have a communication difficulty. We have provided advice to schools on the appropriate specification of clear face coverings and where those should be worn, especially if there are children for whom lip-reading is absolutely essential to be able to participate within activities in the classroom. And we have provided advice on specification to schools about how those can be obtained and when they should be used.
Welsh: Diolch, David, a diolch am eich geiriau caredig. Maent yn werth cymaint mwy yn dod gennych chi, gan fy mod wedi gwerthfawrogi'r cyfle i weithio ochr yn ochr â chi fel un o aelodau criw 1999. A gaf fi sicrhau'r Aelod fod yna hyblygrwydd? Os oes gan ddysgwyr rwystr penodol sy'n ei atal rhag gwisgo masg wyneb, dylai ysgolion gydnabod hynny. Gallai hynny ddigwydd yn achos dysgwyr niwroamrywiol neu lle mae gan ddysgwyr anhawster cyfathrebu. Rydym wedi rhoi cyngor i ysgolion ar y fanyleb briodol ar gyfer gorchuddion wyneb clir a lle dylid gwisgo'r rheini, yn enwedig yn achos plant y mae darllen gwefusau yn gwbl hanfodol iddynt allu cymryd rhan mewn gweithgareddau yn yr ystafell ddosbarth. Ac rydym wedi rhoi cyngor ar fanyleb i ysgolion ynglŷn â sut y gellir cael gafael ar y rheini a phryd y dylid eu defnyddio.
English: Welsh Government is working with our stakeholders and employers to ensure that support is available for teachers in Pembrokeshire and, indeed, across Wales during the pandemic. This support includes a tailored package of well-being and mental health support, and additional funding to create capacity within the school workforce.
Welsh: Mae Llywodraeth Cymru yn gweithio gyda'n rhanddeiliaid a'n cyflogwyr i sicrhau bod cymorth ar gael i athrawon yn Sir Benfro a ledled Cymru yn wir yn ystod y pandemig. Mae'r cymorth hwn yn cynnwys pecyn wedi'i deilwra o gymorth llesiant ac iechyd meddwl, a chyllid ychwanegol i greu capasiti o fewn gweithlu'r ysgol.
English: Now, Minister, you'll be aware of the ongoing concerns faced by local supply teachers in Pembrokeshire, many of whom feel they have been overlooked during the pandemic. The National Procurement Service's supply teachers framework has the potential to improve pay and conditions for supply teachers, but I understand that schools are not required to use agencies that have met the requirements of the framework, which means that there is still a patchwork of support for supply teachers, as not all supply teachers receive the same level of pay from agencies. I appreciate that we've corresponded on this matter over recent months, but I'm still receiving representations from supply teachers. So, can you tell us what the Welsh Government is doing to ensure that all supply teachers are being treated fairly and are adequately supported during this pandemic?
Welsh: Nawr, Weinidog, fe fyddwch yn ymwybodol o'r pryderon parhaus a wynebir gan athrawon cyflenwi lleol yn Sir Benfro, gyda llawer ohonynt yn teimlo eu bod wedi cael eu hanwybyddu yn ystod y pandemig. Mae gan fframwaith athrawon cyflenwi'r Gwasanaeth Caffael Cenedlaethol botensial i wella cyflog ac amodau athrawon cyflenwi, ond deallaf nad yw'n ofynnol i ysgolion ddefnyddio asiantaethau sydd wedi bodloni gofynion y fframwaith, sy'n golygu bod cymorth i athrawon cyflenwi'n dal i fod yn dameidiog, gan nad yw pob athro cyflenwi'n cael yr un lefel o gyflog gan asiantaethau. Rwy'n sylweddoli ein bod wedi gohebu ar y mater hwn dros y misoedd diwethaf, ond rwy'n dal i gael sylwadau gan athrawon cyflenwi. Felly, a allwch ddweud wrthym beth y mae Llywodraeth Cymru yn ei wneud i sicrhau bod yr holl athrawon cyflenwi'n cael eu trin yn deg a'u bod yn cael eu cefnogi'n ddigonol yn ystod y pandemig hwn?
English: Thank you, Paul. The framework does indeed provide a level of assurance that individuals will be treated fairly. And we have come to an agreement with the Welsh Local Government Association to once again communicate with their schools and make it very clear to the schools in their local authorities that schools should only be using those agencies that appear on the framework. I will give a commitment, Paul, that I will ask the WLGA to update me on that work when I next meet with them, but we have an agreement with the WLGA that they will stress the importance of doing that with their own schools.
Welsh: Diolch, Paul. Mae'r fframwaith yn bendant yn rhoi lefel o sicrwydd y bydd unigolion yn cael eu trin yn deg. Ac rydym wedi dod i gytundeb â Chymdeithas Llywodraeth Leol Cymru i gyfathrebu â'u hysgolion unwaith eto a'i gwneud yn glir iawn i'r ysgolion yn eu hawdurdodau lleol mai dim ond yr asiantaethau sy'n ymddangos yn y fframwaith y dylai ysgolion eu defnyddio. Paul, rwy'n ymrwymo i ofyn i CLlLC roi'r wybodaeth ddiweddaraf imi am y gwaith hwnnw pan fyddaf yn cyfarfod â hwy nesaf, ond mae gennym gytundeb gyda CLlLC y byddant yn pwysleisio pa mor bwysig yw gwneud hynny wrth eu hysgolion eu hunain.
English: Caerphilly received over £56 million during first wave of twenty-first century schools and colleges programme funding, and, of this, £28 million was spent in the Islwyn constituency. A further £110 million is planned for the second funding wave, and we are working with Caerphilly to make their plans a reality.
Welsh: Cafodd Caerffili dros £56 miliwn yn ystod y don gyntaf o gyllid rhaglen ysgolion a cholegau'r unfed ganrif ar hugain, ac o'r swm hwn, gwariodd £28 miliwn yn etholaeth Islwyn. Bwriedir cael £110 miliwn arall ar gyfer yr ail don ariannu, ac rydym yn gweithio gyda Chaerffili i wireddu eu cynlluniau.
English: Will the Member come to her question, please?
Welsh: A wnaiff yr Aelod ddod at ei chwestiwn, os gwelwch yn dda?
English: I'm coming to it. Minister, thank you. How will, then, Islwyn communities and schools benefit from this innovative £3.7 billion programme, going forward, and what do you feel is your legacy?
Welsh: Rwy'n dod ato. Weinidog, diolch. Sut, felly, y bydd cymunedau ac ysgolion Islwyn yn elwa yn y dyfodol o'r rhaglen arloesol hon sy'n werth £3.7 biliwn, a beth y teimlwch chi yw eich gwaddol?
English: Rhianon, you're right - the twenty-first century schools and colleges programme is a partnership approach and we would not have been able to realise the ambition of the programme without the close collaboration and working that we have with local education authorities. As we discussed at length yesterday, there is a multibillion-pound pot of money within Welsh Government to look to work with our partners to develop even more fantastic facilities, whether they be in the county borough of Caerphilly or, indeed, anywhere else in Wales. That's the beauty of the twenty-first century schools programme; its impact has touched every corner of our nation.
Welsh: Rhianon, rydych chi'n gywir - mae rhaglen ysgolion a cholegau'r unfed ganrif ar hugain yn ddull partneriaeth ac ni fyddem wedi gallu gwireddu uchelgais y rhaglen heb y cydweithio a'r gweithio agos rhyngom ag awdurdodau addysg lleol. Fel y trafodwyd yn helaeth ddoe, ceir cronfa o arian gwerth biliynau o bunnoedd o fewn Llywodraeth Cymru ar gyfer gweithio gyda'n partneriaid i ddatblygu hyd yn oed mwy o gyfleusterau gwych, boed ym mwrdeistref sirol Caerffili, neu yn unman arall yng Nghymru yn wir. Dyna sydd mor wych am raglen ysgolion yr unfed ganrif ar hugain; mae ei heffaith wedi cyffwrdd â phob cwr o'n gwlad.
English: On 15 March, we published our framework on embedding a whole-school approach to emotional and mental well-being. It places well-being at the heart of learning and, together with funding of £2.8 million to deliver well-being support to learners in the current year, to ensure that their return to education is all that it should be.
Welsh: Ar 15 Mawrth, cyhoeddwyd ein fframwaith ar sefydlu dull ysgol gyfan o ymdrin â llesiant emosiynol a meddyliol. Mae'n gosod llesiant yn ganolog i ddysgu, a chyda chyllid o £2.8 miliwn i ddarparu cymorth llesiant i ddysgwyr yn y flwyddyn gyfredol, mae'n sicrhau bod dychwelyd at addysg yn union fel y dylai fod i'r dysgwyr hynny.