English: I think the issue that most concerns me is how we manage to use this targeted money to level out the opportunities for young people in more deprived areas, or the pupils within schools who don't have the range of possibilities that better off households can provide for their children. I think there's a big challenge for those schools in my constituency that have significant numbers of mobility within year and within the period of the lifetime of the child's presence in the primary school. So, for example, at Albany school in Plasnewydd, there's a huge range of movement in and out of the school that occurs throughout the year. So, if we only have a snapshot of eligibility, this can lead to very challenging fluctuations in funding from one year to the next. So, for example, in a particular year, the lowest year they had was 80 pupils eligible for free school meals. Then, in the following year, there were 100 pupils. The school had planned for the current year that there would be funding for 100 pupils, but has now got to cope with £30,000 less in its budget with very little warning. That makes it extremely challenging for headteachers to ensure that they are providing for deprived children without overspending a budget they haven't got. So, I think that if there could be more monitoring over a slightly longer period, rather than just a snapshot on a particular day of the year, that would help those schools that do experience huge levels of mobility to be able to plan a bit better and not have surprises. Overall, though, I think that the pupil deprivation grant is hugely important in ensuring that every child gets the opportunity to succeed to the best of their abilities, because that simply isn't going to happen if we simply have per-pupil funding.
Welsh: Rwy'n meddwl mai'r mater sy'n peri fwyaf o bryder i mi yw sut y llwyddwn i ddefnyddio'r arian targed hwn i lefelu'r cyfleoedd ar gyfer pobl ifanc mewn ardaloedd mwy difreintiedig, neu'r disgyblion mewn ysgolion nad oes ganddynt yr ystod o bosibiliadau y gall aelwydydd mwy cefnog eu darparu ar gyfer eu plant. Rwy'n meddwl bod yna her fawr i'r ysgolion yn fy etholaeth sydd â lefel sylweddol o symudedd o fewn y flwyddyn ac o fewn cyfnod presenoldeb y plentyn yn yr ysgol gynradd. Felly, er enghraifft, yn ysgol Albany ym Mhlasnewydd, mae ystod enfawr o symudedd i mewn ac allan o'r ysgol yn digwydd drwy gydol y flwyddyn. Felly, os mai ciplun yn unig o gymhwysedd sydd gennym, gall hyn arwain at amrywiadau heriol iawn yn y cyllid o un flwyddyn i'r llall. Felly, er enghraifft, mewn blwyddyn benodol, y flwyddyn isaf a oedd ganddynt oedd 80 o ddisgyblion cymwys am brydau ysgol am ddim. Yna, y flwyddyn ganlynol, roedd 100 o ddisgyblion yn gymwys. Roedd yr ysgol wedi cynllunio ar gyfer y flwyddyn gyfredol y byddai cyllid ar gael ar gyfer 100 o ddisgyblion, ond bellach mae'n rhaid iddi ymdopi â £30,000 yn llai yn ei chyllideb heb fawr iawn o rybudd. Mae hynny'n ei gwneud yn eithriadol o heriol i benaethiaid allu sicrhau eu bod yn darparu ar gyfer plant difreintiedig heb orwario cyllideb nad yw ganddynt. Felly, pe gellid monitro mwy dros gyfnod ychydig yn hwy, yn hytrach na chael ciplun yn unig ar ddiwrnod penodol o'r flwyddyn, credaf y byddai hynny'n helpu ysgolion sy'n profi lefelau anferth o symudedd i allu cynllunio ychydig yn well heb orfod wynebu'r annisgwyl. Yn gyffredinol, fodd bynnag, credaf fod y grant datblygu disgyblion yn hynod o bwysig ar gyfer sicrhau bod pob plentyn yn cael cyfle i lwyddo hyd eithaf eu gallu, gan nad yw hynny'n mynd i ddigwydd os mai cyllid fesul disgybl yn unig sydd gennym.