English: Well, it is of concern to us, of course. I hope that we will have an opportunity to talk about the positive aspects of the education system in Wales, because there are a number of good things we can report also. The primary sector, the special sector, post-16 - there are many sectors that are doing well, and I think a story that's particularly positive this year is that we have seen pupil referral units improving. We have seen examples of excellent practice in that sector for the first time in many a year, and we've also seen excellent practice in independent special schools, which is also a sector - . Because these are two sectors where there are very, very vulnerable children in attendance. So, I think that's very encouraging. But, you're right, of course, the biggest concern for the system, I would say, is secondary schools, and that is an issue of leadership, and also of the quality of the teaching and learning. Those are the recommendations that we make most often in our inspection reports. So, I believe that there is a need to find a long-term solution, as I mentioned previously, and also a short-term solution to this problem. In the long term, to improve the quality of teaching and learning - well, that's the main aim of the new curriculum. So, I am confident that that strategy is the right strategy. It will take time, as we mentioned previously; it will take longer in secondary schools, and that's for a number of reasons, and I have discussed the challenges that are additional for secondary schools in previous annual reports. So, there are many reasons why secondary schools find it more difficult, possibly, than primary schools. The children themselves are older and they have greater challenges. Life is more complicated for them, possibly. It's more difficult to engage with the parents of older children than younger children, and that's an important factor. That's one of the reasons why I believe it's important that we do have community schools that ensure that the parents are part of the school's life and take an interest in the education of their children. We also know that qualifications take a very prominent role in secondary schools' mindsets, and, in some cases, perhaps excessively so. So, we need to ensure that those qualifications are reformed as a result of the reform of the curriculum, and, of course, Qualifications Wales is carrying out that work currently. And also, we need to change the measures that we use to measure the schools' successes. Now, there is work ongoing on that as well. But there are all kinds of variations and differences between the primary and secondary sectors. In primary schools, for example, the greatest and most obvious difference, I would say, is that you've got one teacher who looks after a child for a whole year, and that teacher can identify the needs of the pupil very well over a period of time, getting to know the child and, possibly, the family very well. It's much more complicated for secondary school to do that; there have to be systems put in place for that. So, there are many long-term things that we need to respond to. But in the short term, what is important is that those schools that cause concern receive much more support, and that is why I am glad and do welcome what's being piloted currently, which is a system of supporting these schools, the multi-agency approach, that is. So, that is something that we have been calling for for quite a long period of time and piloted ourselves a few years ago. So, I'm very glad that we are doing this in secondary schools throughout Wales. I believe there are about 12 schools that are in that pilot scheme.
Welsh: Wel, mae e'n bryder, wrth gwrs. Dwi'n gobeithio y cawn ni gyfle i siarad am y pethau positif am y system addysg yng Nghymru, achos mae yna nifer o bethau da i adrodd yn eu cylch nhw hefyd. Mae'r sector cynradd, y sector arbennig, ôl-16 - mae yna lawer o sectorau sy'n gwneud yn dda, a stori dwi'n meddwl sy'n arbennig o gadarnhaol eleni ydy ein bod ni wedi gweld unedau cyfeirio disgyblion yn gwella. Dŷn ni wedi gweld enghreifftiau o arfer ardderchog yn y sector yna am y tro cyntaf ers nifer o flynyddoedd, a dŷn ni hefyd wedi gweld arfer rhagorol mewn ysgolion arbennig annibynnol, hefyd sector - . So, dyna chi ddau sector ble mae yna blant bregus iawn, iawn yn mynd iddyn nhw. Felly, dwi'n meddwl bod hwnna yn rhywbeth calonogol iawn. Ond, dŷch chi'n iawn, wrth gwrs, y gofid mwyaf i'r system, buaswn i'n ei ddweud, ydy ysgolion uwchradd, ac mae hwnnw'n fater o arweinyddiaeth a hefyd ansawdd y dysgu a'r addysgu. Dyna'r argymhellion dŷn ni'n eu gwneud fwyaf aml yn ein harolygiadau ni. Felly, dwi'n meddwl bod yna angen ateb, fel yr oeddwn i'n sôn o'r blaen, hirdymor a byr i'r broblem yma. Yn y tymor hir, i wella ansawdd addysgu a dysgu, dyna beth yw prif fwriad y cwricwlwm newydd. Felly, dwi'n hyderus mai'r strategaeth yna yw'r strategaeth gywir. Mae'n mynd i gymryd amser, fel yr oeddwn i'n sôn o'r blaen; mae'n mynd i gymryd mwy o amser mewn ysgolion uwchradd am nifer o resymau, a dwi wedi sôn am yr heriau ychwanegol sydd gan ysgolion uwchradd mewn adroddiadau blynyddol blaenorol. Felly, mae yna nifer o resymau pam mae ysgolion uwchradd yn ei gweld hi'n fwy anodd, o bosib, nag ysgolion cynradd. Mae'r plant eu hunain yn hŷn ac mae gyda nhw fwy o sialensau. Mae bywyd yn fwy cymhleth iddyn nhw, o bosib. Mae'n fwy anodd ymgysylltu â rhieni plant hŷn na phlant iau, ac mae hwnna'n bwysig. Dyna un o'r rhesymau pam dwi'n meddwl ei fod e'n bwysig bod gyda ni ysgolion cymunedol sydd yn gwneud yn siŵr bod y rhieni yn rhan o fywyd yr ysgol ac yn cymryd diddordeb mewn addysg eu plant nhw. Dŷn ni hefyd yn gwybod bod cymwysterau yn cymryd lle blaenllaw iawn ym meddyliau ysgolion uwchradd, ac mewn rhai achosion yn ormodol felly. Felly, mae angen inni wneud yn siŵr bod y cymwysterau hynny yn cael eu diwygio yn sgil diwygio'r cwricwlwm, ac wrth gwrs mae Cymwysterau Cymru yn gwneud hynny ar hyn o bryd. A hefyd newid y mesurau dŷn ni'n eu defnyddio i fesur llwyddiant ysgolion. Mae yna waith wedi cael ei wneud ar hynny hefyd. Ond mae yna bob math o wahaniaethau rhwng cynradd ac uwchradd. Yn cynradd, er enghraifft, y gwahaniaeth mwyaf amlwg, am wn i, ydy bod gennych chi un athro sy'n edrych ar ôl y plentyn am flwyddyn gyfan. Mae'r athro yna neu'r athrawes yna yn medru adnabod anghenion y disgybl yn dda iawn dros gyfnod, a dod i adnabod y plentyn ac, o bosib, y teulu yn dda iawn. Mae'n llawer mwy cymhleth i ysgol uwchradd wneud hynny; mae'n rhaid cael systemau ar gyfer hynny. Felly, mae yna lot o bethau tymor hir mae'n rhaid inni ymateb iddyn nhw. Ond yn y tymor byr, beth sy'n bwysig ydy bod yr ysgolion hynny sy'n peri pryder yn cael llawer mwy o gynhorthwy, a dyna pam dwi'n falch ac yn croesawu beth sy'n cael ei beilota ar hyn o bryd, sef system o gefnogi'r ysgolion hyn sydd yn aml-asiantaeth. Felly, mae hwnna'n rhywbeth dŷn ni wedi galw amdano fe ers tipyn o amser ac wedi peilota ein hunain ychydig o flynyddoedd yn ôl. Felly, dwi'n falch iawn bod ni'n gwneud hyn mewn ysgolion uwchradd ar draws Cymru. Mae tua 12 ysgol yn y peilot yna.