techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: If I could identify myself with the comments of the Cabinet Secretary at the close of that question, I'd like to do that. As someone who still plays rugby, albeit veterans' rugby, and is still dealing with the many letters from the traumatised individuals who saw me with my shirt off at Cardiff Arms Park - that's too much of a frightening prospect, that is - I do take the point that rugby in any shape or form is a great leveller and, ultimately, a great way of bringing people together in a team mentality. Sadly, team sports have suffered in the field of education in recent years - in recent decades, even - and I'd be interested to know what action the Cabinet Secretary will take, working with her Cabinet colleague, the Minister for health, who has responsibility for sport, to make sure that there are the coaching programmes and there is the time within the curriculum for teachers who do want to get their coaching certificates to enable greater team participation in sports within our school environment, whether that is in primary or secondary.
Welsh: Os caf ategu sylwadau Ysgrifennydd y Cabinet ar ddiwedd y cwestiwn hwnnw, hoffwn wneud hynny. Fel rhywun sy'n dal i chwarae rygbi, er mai rygbi i chwaraewyr hŷn yw hwnnw, a rhywun sy'n dal i ymdrin â'r nifer o lythyrau gan yr unigolion a drawmateiddiwyd wrth fy ngweld wedi diosg fy nghrys ym Mharc yr Arfau Caerdydd - mae honno'n olygfa rhy frawychus - rwy'n derbyn y pwynt fod rygbi ar unrhyw ffurf yn lefelwr mawr ac yn y pen draw, yn ffordd wych o ddod â phobl at ei gilydd mewn meddylfryd tîm. Yn anffodus, mae chwaraeon tîm wedi dioddef ym maes addysg yn ystod y blynyddoedd diwethaf - yn y degawdau diwethaf, hyd yn oed - a hoffwn wybod pa gamau y bydd Ysgrifennydd y Cabinet yn eu rhoi ar waith, gan weithio gyda'i chyd-Aelod yn y Cabinet, y Gweinidog iechyd, sydd â chyfrifoldeb dros chwaraeon, i wneud yn siŵr fod yna raglenni hyfforddi ac amser yn y cwricwlwm i athrawon sydd eisiau cael eu tystysgrifau hyfforddi er mwyn galluogi mwy o chwaraeon tîm yn ein hamgylchedd ysgol, boed yn ysgolion cynradd neu uwchradd.
English: Could I thank the leader of the Conservative Party for his question, although as for the image he paints, once again, about him having his shirt off, can I remind you that Halloween was on Monday, not today? [Laughter.] Over the last three years, the Welsh Government has invested, with Sport Wales, £3.7 million to deliver physical literacy programmes for Welsh schools, and the 2015 school sport survey demonstrated a significant increase in the number of pupils taking sport for the second successive survey, which I'm sure is to be welcomed. We have to recognise that, if we're going to encourage people to participate in sport, we have to offer a whole range of sporting activities, not just team sports; some people would prefer different options. We know, for instance, that girls love to participate in street dance-based activities, perhaps, rather than a team sport. But, like you, I believe in the important life skills that young people can develop playing sport, and sport and physical education will continue to form a very important part of our new curriculum developments as we take the Donaldson review forward.
Welsh: A gaf fi ddiolch i arweinydd y Blaid Geidwadol am ei gwestiwn, ond o ran y llun y mae'n ei ddarlunio, unwaith eto, ohono heb ei grys, a gaf fi eich atgoffa mai ddydd Lun oedd Calan Gaeaf, nid heddiw? [Chwerthin.] Dros y tair blynedd diwethaf, mae Llywodraeth Cymru wedi buddsoddi, gyda Chwaraeon Cymru, £3.7 miliwn er mwyn cyflwyno rhaglenni llythrennedd corfforol yn ysgolion Cymru, a dangosodd arolwg 2015 o chwaraeon mewn ysgolion gynnydd sylweddol yn nifer y disgyblion sy'n gwneud chwaraeon am yr ail arolwg yn olynol, ac rwy'n siŵr fod hynny i'w groesawu. Rhaid i ni gydnabod, os ydym yn mynd i annog pobl i gymryd rhan mewn chwaraeon, fod yn rhaid i ni gynnig ystod eang o weithgareddau chwaraeon, nid chwaraeon tîm yn unig; byddai'n well gan rai pobl ddewisiadau gwahanol. Rydym yn gwybod, er enghraifft, fod merched wrth eu bodd yn cymryd rhan mewn gweithgareddau dawnsio stryd, efallai, yn hytrach na chwaraeon tîm. Ond fel chi, rwy'n credu yn y sgiliau bywyd pwysig y gall pobl ifanc eu datblygu wrth gymryd rhan mewn chwaraeon, a bydd chwaraeon ac addysg gorfforol yn parhau i fod yn rhan bwysig iawn o'n datblygiadau newydd ar gyfer y cwricwlwm wrth i ni fwrw ymlaen ag adolygiad Donaldson.
English: Thank you, Mark. Consideration for the needs of these children runs throughout the statutory code. The code sets out factors that should be taken into account, and that relevant bodies should place the interests of learners above all others, with particular attention being paid to the impact of school proposals on vulnerable groups of children.
Welsh: Diolch i chi, Mark. Mae ystyriaeth o anghenion y plant hyn yn rhedeg drwy'r cod statudol. Mae'r cod yn amlinellu ffactorau y dylid eu hystyried, ac y dylai cyrff perthnasol osod buddiannau dysgwyr uwchlaw pob buddiant arall, gan roi sylw arbennig i effaith cynigion ar gyfer ysgolion ar grwpiau o blant sy'n agored i niwed.
English: Thank you. As you said, the code specifies the need to pay particular attention to the impact of the proposals for school closures on vulnerable groups, including children with special educational needs. Despite that, you recently took the decision to support the decision by Flintshire to close John Summers High School, which caters for some of the most vulnerable pupils in the area, taking pupils from pupil referral units and children excluded from other high schools that wouldn't be sent to bigger schools. Half of the pupils are living in an area that is amongst the top 5 per cent of the index of multiple of deprivation in Wales, and almost a third fall within the school action, school action plus and statemented additional learning needs categories, something which the council's consultation document failed to acknowledge. Given that under normal pupil criteria, the Welsh Government has set a minimum figure, I understand, of 600 for school numbers, why isn't the Welsh Government applying greater flexibility under its existing legislation and code, where particular needs arise, to enable smaller schools to meet those needs in the unique way that only they can?
Welsh: Diolch. Fel y dywedoch, mae'r cod yn nodi'r angen i roi sylw arbennig i effaith y cynigion ar gyfer cau ysgolion ar grwpiau agored i niwed, gan gynnwys plant sydd ag anghenion addysgol arbennig. Er hynny, yn ddiweddar fe benderfynoch gefnogi penderfyniad Cyngor Sir y Fflint i gau Ysgol Uwchradd John Summers, sy'n darparu ar gyfer rhai o'r disgyblion mwyaf agored i niwed yn yr ardal, gan gymryd disgyblion o unedau cyfeirio disgyblion a phlant a waharddwyd o ysgolion uwchradd eraill na fyddent yn cael eu hanfon i ysgolion mwy o faint. Mae hanner y disgyblion yn byw mewn ardal sydd ymysg y 5 y cant uchaf o'r mynegai amddifadedd lluosog yng Nghymru, ac mae bron i draean o fewn categorïau gweithredu gan yr ysgol a gweithredu gan yr ysgol a mwy ac anghenion dysgu ychwanegol â datganiad, rhywbeth y methodd dogfen ymgynghori'r cyngor ei gydnabod. O ystyried bod Llywodraeth Cymru o dan y meini prawf arferol ar gyfer disgyblion, wedi gosod isafswm o 600 o ran niferoedd ysgolion yn ôl yr hyn a ddeallaf, pam nad yw Llywodraeth Cymru yn fwy hyblyg o dan ei deddfwriaeth a'i chod presennol, lle y mae anghenion penodol yn codi, er mwyn galluogi ysgolion llai o faint i ddiwallu'r anghenion hynny yn y ffordd unigryw na all neb ond hwy ei wneud?
English: Thank you, Mark, for that question. The closure of John Summers school is not an easy one and not one I took lightly, but took on the advice provided about how best we could improve educational outcomes for all children in that particular area. You will know that, in my progressive agreement with the First Minister, there is specific mention about the need to review the schools organisation code, especially with regard to smaller schools. I will be making further announcements on my consultation on the schools organisation code and how it could be reformed and strengthened, if necessary, later on this month.
Welsh: Diolch i chi am y cwestiwn hwnnw, Mark. Nid yw cau ysgol John Summers yn benderfyniad hawdd nac yn un a wneuthum ar chwarae bach, ond cymerais y cyngor a roddwyd ynglŷn â'r ffordd orau o wella canlyniadau addysgol i bob plentyn yn yr ardal benodol honno. Fe fyddwch yn gwybod yn fy nghytundeb blaengar gyda'r Prif Weinidog fod yna sôn yn benodol am yr angen i adolygu'r cod trefniadaeth ysgolion, yn enwedig mewn perthynas ag ysgolion llai o faint. Byddaf yn gwneud cyhoeddiadau pellach ar fy ymgynghoriad ar y cod trefniadaeth ysgolion a sut y gellid ei ddiwygio a'i gryfhau, os oes angen, yn ddiweddarach y mis hwn.
English: My concern is about the rights of families to get an independent assessment of additional learning needs, both independent of the school and the local education authority. I've had several constituents who are educational psychologists contact me about the absence of a statutory role for educations psychologists in the draft Bill, and there has been no statutory obligation for families to be able to have access to an educational psychologist in the draft code as well. That means that only families who can afford to pay for an educational psychologist are potentially able to access that. Given the number of cases I get where people's special needs haven't been identified while they were in full-time education, that causes me considerable concern and I wondered what you're able to do about it.
Welsh: Yr hyn rwy'n pryderu yn ei gylch yw hawliau teuluoedd i gael asesiad annibynnol o anghenion dysgu ychwanegol, yn annibynnol ar yr ysgol a'r awdurdod addysg lleol. Rwyf wedi cael nifer o etholwyr sy'n seicolegwyr addysg yn cysylltu â mi am absenoldeb rôl statudol i seicolegwyr addysg yn y Bil drafft, ac ni fu unrhyw rwymedigaeth statudol i deuluoedd allu cael mynediad at seicolegydd addysg yn y cod drafft ychwaith. Mae hynny'n golygu o bosibl mai dim ond teuluoedd sy'n gallu fforddio talu am seicolegydd addysg sy'n gallu cael mynediad at y gwasanaeth. O ystyried nifer yr achosion rwy'n eu cael lle nad yw anghenion arbennig pobl wedi cael eu nodi pan oeddent mewn addysg amser llawn, mae hynny'n peri cryn bryder i mi. Roeddwn yn meddwl tybed beth y gallwch ei wneud am y peth.
English: Thank you, Jenny, for raising that important point. Welsh Government recognises the importance of educational psychology; that's why we support the professional development courses for educational psychology here in Cardiff. As you will be aware, the Minister has stated his intention to bring forward the draft Bill before Christmas of this year. Views around the role of educational psychologists were raised when the previous administration consulted on the draft code and Bill in 2015, and those matters have subsequently been discussed directly with the Association of Educational Psychologists. As I say, we recognise the very important role that educational psychologists play in the current special educational needs system, and strongly believe that they will need to continue to do so under our proposed ALN Bill. The ongoing development of that Bill, the code and the wider ALN transformation programme has been undertaken in light of those conversations that have been and will continue to happen between the Minister and the profession.
Welsh: Diolch, Jenny, am godi'r pwynt pwysig hwnnw. Mae Llywodraeth Cymru yn cydnabod pa mor bwysig yw seicoleg addysgol; dyna pam rydym yn cefnogi'r cyrsiau datblygiad proffesiynol ar gyfer seicoleg addysgol yma yng Nghaerdydd. Fel y gwyddoch, mae'r Gweinidog wedi datgan ei fwriad i gyflwyno'r Bil drafft cyn y Nadolig eleni. Mynegwyd safbwyntiau am rôl seicolegwyr addysg pan fu'r weinyddiaeth flaenorol yn ymgynghori ar y cod a'r Bil drafft yn 2015, ac mae'r materion hynny wedi cael eu trafod yn uniongyrchol wedyn â Chymdeithas y Seicolegwyr Addysg. Fel rwy'n dweud, rydym yn cydnabod y rôl bwysig iawn y mae seicolegwyr addysg yn ei chwarae yn y system anghenion addysgol arbennig ar hyn o bryd, ac rydym yn gryf o'r farn y bydd angen iddynt barhau i wneud hynny o dan ein Bil ADY arfaethedig. Mae datblygiad parhaus y Bil, y cod a'r rhaglen ehangach i drawsnewid anghenion dysgu ychwanegol wedi digwydd yn sgil y trafodaethau hynny sydd wedi digwydd ac a fydd yn parhau i ddigwydd rhwng y Gweinidog a'r proffesiwn.
English: Obviously, the special educational needs code is currently, as it stands, being considered as part of the school organisation code. While reading it, it was clear to me that it says that children should have their needs met, that the views of children should be sought and taken into account and that the parental role is vital. If we bring you back to the debate that we had on the autism Bill last week, when I met with people from my region, it was very clear to me that the parents or the children didn't feel that they had been considered in many of these discussions. So, I wonder, when you are minded to talk to organisations like the National Autistic Society, whether you will be looking at this code in relation to amending it so that parents and children can be heard more effectively, so that they don't come to us with stories whereby some children are not actually going to school at all at the moment because the provision simply is not there for them.
Welsh: Yn amlwg, mae'r cod anghenion addysgol arbennig fel y mae ar hyn o bryd yn cael ei ystyried yn rhan o'r cod trefniadaeth ysgolion. Wrth ei ddarllen, roedd yn amlwg i mi ei fod yn dweud y dylid ateb anghenion plant, y dylid ceisio barn plant a'i hystyried a bod rôl rhieni yn hanfodol. Os awn â chi'n ôl at y ddadl a gawsom ar y Bil awtistiaeth yr wythnos diwethaf, pan gyfarfûm â phobl o fy rhanbarth, roedd yn amlwg iawn i mi nad oedd y rhieni na'r plant yn teimlo eu bod wedi cael eu hystyried yn llawer o'r trafodaethau hyn. Felly, pan ewch i siarad â sefydliadau fel y Gymdeithas Genedlaethol Awtistiaeth, tybed a fyddwch yn edrych ar y cod hwn mewn perthynas â'i ddiwygio fel y gellir clywed rhieni a phlant yn fwy effeithiol, fel nad ydynt yn dod atom â straeon yn dweud nad yw rhai plant yn mynd i'r ysgol o gwbl ar hyn o bryd mewn gwirionedd, yn syml am nad yw'r ddarpariaeth yno ar eu cyfer.
English: Thank you for that very important point, and I'm sure the Minister who will be taking the Bill through the Assembly has heard what you have to say. Can I say that I too recently met with a local autism group? Given that my constituency neighbours your region, many of the people that came to the meeting were actually from your region. I was very concerned to hear that those parents felt that they could not begin to get their children on the assessment path unless they were given permission to do so by a school. Can I say that that is not the correct position? That is not the case. As a result of that meeting, I have asked my officials to write to Neath Port Talbot local education authority - and indeed, we've picked up this feedback from Pembrokeshire authority as well - to make it absolutely clear to the LEA that is not the case, that is not the only referral route in, and that they should not be saying that to parents. We're also developing a new resource for parents that will explain quite clearly their existing rights and how they can access help for their children, and that, I'm hoping, will be published early in the new year.
Welsh: Diolch i chi am y pwynt hynod o bwysig hwnnw, ac rwy'n siŵr fod y Gweinidog a fydd yn tywys y Bil drwy'r Cynulliad wedi clywed yr hyn sydd gennych i'w ddweud. A gaf fi ddweud fy mod innau hefyd wedi cyfarfod â grŵp awtistiaeth lleol yn ddiweddar? O gofio bod fy etholaeth yn ffinio â'ch rhanbarth, roedd llawer o'r bobl a ddaeth i'r cyfarfod yn dod o'ch rhanbarth mewn gwirionedd. Roeddwn yn bryderus iawn o glywed bod y rhieni hynny'n teimlo na allent ddechrau cael eu plant ar y llwybr asesu oni bai eu bod yn cael caniatâd i wneud hynny gan ysgol. A gaf fi ddweud nad dyna'r gwir? Nid dyna fel y mae. O ganlyniad i'r cyfarfod hwnnw rwyf wedi gofyn i fy swyddogion ysgrifennu at awdurdod addysg lleol Castell-nedd Port Talbot - ac yn wir, rydym wedi cael yr adborth hwn gan awdurdod Sir Benfro yn ogystal - i'w gwneud yn gwbl glir i'r Awdurdod Addysg Lleol nad yw hynny'n wir, nad dyna'r unig lwybr cyfeirio i mewn, ac na ddylent fod yn dweud hynny wrth rieni. Rydym hefyd yn datblygu adnodd newydd i rieni a fydd yn esbonio'n glir iawn beth yw eu hawliau presennol a sut y gallant gael gafael ar gymorth i'w plant, a bydd hwnnw, rwy'n gobeithio, yn cael ei gyhoeddi yn gynnar yn y flwyddyn newydd.
English: The statutory school organisation code requires a number of different factors to be taken into account by relevant bodies developing school reorganisation proposals, including the Welsh language. Wherever proposals affect schools where Welsh is a medium of instruction, local authorities should carry out a Welsh language impact assessment.
Welsh: Mae'r cod trefniadaeth ysgolion statudol yn ei gwneud yn ofynnol i nifer o ffactorau gwahanol gael eu hystyried gan gyrff perthnasol sy'n datblygu cynigion ar gyfer aildrefnu ysgolion, gan gynnwys yr iaith Gymraeg. Pan fydd cynigion yn effeithio ar ysgol sy'n dysgu drwy gyfrwng y Gymraeg, dylai awdurdodau lleol gynnal asesiad o'r effaith ar y Gymraeg.
English: Thank you for that response. Clearly, it is a requirement that this should happen. But my question is: who checks the quality and accuracy of these assessments? Because they are the basis for far-reaching decisions and there's nothing to say that one of us here couldn't establish a company that could begin to draw up such assessments. So, I want to know who polices this system, in the hope that the public aren't expected to do that, because clearly you need an element of expertise to do that effectively.
Welsh: Diolch i chi am eich ateb. Yn amlwg, mae yn ofynnol bod hyn yn digwydd, ond fy nghwestiwn i yw: pwy sy'n gwirio safon ac ansawdd a chywirdeb yr asesiadau yma? Oherwydd maen nhw'n sail i benderfyniadau pellgyrhaeddol. Nid oes dim byd i ddweud na allai unrhyw un ohonom ni fan hyn sefydlu cwmni a fyddai'n mynd ati i greu asesiadau o'r fath. Rwyf felly eisiau gwybod pwy sy'n heddlua y system, gan obeithio nad oes disgwyl i'r cyhoedd fod yn gwneud hynny, oherwydd yn amlwg mae angen elfen o arbenigedd er mwyn gwneud hynny yn effeithiol.
English: I expect local authorities to be able to do that, and to ensure that they have the necessary expertise to have assessments that are comprehensive. If that isn't true, or if you or any other Member has concerns about the system and how it works, you are welcome to write to me to ensure that we can change the system, if we need to do that.
Welsh: Rwy'n disgwyl i awdurdodau lleol allu gwneud hynny a sicrhau bod ganddyn nhw yr arbenigrwydd sydd ei angen arnyn nhw i gael asesiadau sydd yn gywir ac yn gyflawn. Os nad yw hynny yn wir, neu os oes gennych chi neu unrhyw Aelod arall bryderon am y system a sut mae'n gweithio, mae croeso ichi ysgrifennu ataf i sicrhau bod yna newid, os oes angen gwneud hynny.
English: The issue of language impact assessment would also have an effect on planning applications more generally. This question of training and guidance as to how to carry out these assessments is relevant to both sectors, I think. Can you explain who is responsible for planning the training and the guidance in this area, and if it is the Government, from which budget line is this cost met?
Welsh: Bydd y mater o asesiadau effaith ieithyddol hefyd yn effeithio ar geisiadau cynllunio yn fwy cyffredinol ac mae'r cwestiwn hwn o hyfforddiant ac arweiniad ynglŷn â sut i gynnal yr asesiadau hyn yn berthnasol i'r ddau, rwy'n credu. A allwch chi egluro pwy sy'n gyfrifol am gynllunio'r hyfforddiant a'r canllawiau hyn, ac os mai'r Llywodraeth ydyw, o ba linell o'r gyllideb y bydd y gost yn dod?
English: The Government will be responsible for ensuring that there is a workforce in every area that can make the provision that we need for the future. I welcome the addition to the budget that we have now, to be able to develop a workforce for the future. The Member will be aware that the Cabinet Secretary, Kirsty Williams, has made a statement this morning to say that there is a working group looking at how we develop more workforce skills through the FE system. We do recognise that we need more skills, and that we have to do some workforce planning. The working group will be an important part of doing that.
Welsh: Y Llywodraeth fydd yn gyfrifol am sicrhau bod yna weithlu ym mhob un maes sy'n gallu cyflwyno'r ddarpariaeth sydd ei hangen arnom ni ar gyfer y dyfodol. Rwy'n croesawu'r ychwanegiad at y gyllideb sydd gyda ni nawr i allu datblygu gweithlu ar gyfer y dyfodol. Mi fydd yr Aelod yn ymwybodol bod yr Ysgrifennydd Cabinet, Kirsty Williams, wedi rhyddhau datganiad y bore yma i ddatgan bod yna weithgor yn edrych ar sut yr ydym ni'n datblygu mwy o sgiliau yn y gweithlu drwy'r system addysg bellach. Rŷm ni'n cydnabod bod angen mwy o sgiliau arnom ni a bod yn rhaid i ni gynllunio'r gweithlu. Mae'r gweithgor yn mynd i fod yn rhan bwysig o wneud hynny.
English: Thank you Vikki. Presiding Officer, I understand that you've given permission for questions 7 and 10 -
Welsh: Diolch yn fawr, Vikki. Lywydd, rwy'n deall eich bod wedi rhoi caniatâd i gwestiynau 7 a 10 -
English: Cabinet Secretary, there's not sufficient time to group the questions, so question 7 will be taken on its own.
Welsh: Ysgrifennydd y Cabinet, nid oes digon o amser i grwpio'r cwestiynau, felly bydd cwestiwn 7 yn cael ei gymryd ar ei ben ei hun.
English: Apologies. Vikki, Schools Challenge Cymru is a temporary intervention to accelerate improvement in our most challenged schools. The programme's central funding ends in 2016-17. However, I will reflect on verified GCSE results and evaluation findings to embed lessons learned and inform deployment of the £100 million pledge to raise school standards.
Welsh: Ymddiheuriadau. Vikki, ymyrraeth dros dro yw Her Ysgolion Cymru i gyflymu gwelliannau yn ein hysgolion sy'n wynebu fwyaf o her. Mae cyllid canolog y rhaglen yn dod i ben yn 2016-17. Fodd bynnag, byddaf yn ystyried canlyniadau TGAU a ddilyswyd a chanfyddiadau gwerthusiadau i sefydlu'r gwersi a ddysgwyd a llywio defnydd o'r addewid o £100 miliwn i godi safonau ysgolion.
English: Thank you, Cabinet Secretary. I recently visited Pontypridd High School in my constituency and had a useful discussion with the headteacher on how Schools Challenge Cymru was helping them to drive up standards. For example, 2016 marked their best ever performance in terms of GCSE results. Having taught myself in a Schools Challenge Cymru school, which last year was the second best improved school within the Schools Challenge Cymru cohort, I know also of the positive benefits that the programme has brought in terms of staff morale and student morale too. Schools Challenge Cymru is benefitting participant schools, there's no doubt about that, and I'm keen that any progress is not lost. What lessons can the Welsh Government take from the programme so we can further build on progress made and share best practice more widely within the education system in Wales?
Welsh: Diolch i chi, Ysgrifennydd y Cabinet. Yn ddiweddar, ymwelais ag Ysgol Uwchradd Pontypridd yn fy etholaeth a chael trafodaeth ddefnyddiol gyda'r pennaeth ar sut roedd Her Ysgolion Cymru yn eu helpu i wella safonau. Er enghraifft, eu perfformiad yn 2016 oedd y gorau erioed o ran canlyniadau TGAU. Wedi dysgu mewn ysgol Her Ysgolion Cymru fy hun, yn yr ysgol a oedd wedi gwella orau ond un yng nghohort Her Ysgolion Cymru y llynedd, rwy'n gwybod hefyd am y manteision cadarnhaol y mae'r rhaglen wedi'u creu o ran morâl staff a morâl myfyrwyr hefyd. Mae Her Ysgolion Cymru o fudd i'r ysgolion sy'n cymryd rhan, nid oes amheuaeth am hynny, ac rwy'n awyddus i sicrhau na chollir unrhyw gynnydd. Pa wersi y gall Llywodraeth Cymru eu dysgu o'r rhaglen er mwyn i ni adeiladu ymhellach ar y cynnydd a wnaed a rhannu arfer gorau yn fwy eang o fewn y system addysg yng Nghymru?