techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, there'll be a number of different challenges in relation to transport for next year. So, on the capital side, as I say, our capital budget has reduced next year, but I am hoping that the Chancellor will take the opportunity in March to provide additional funding and then we can always do more. Right at the start of today's session, I was rehearsing some of the particular projects that we would be looking to bring forward - for example, the third Menai crossing, the work on the A55, A494, A458 Flintshire corridor and the south Wales integrated transport metro and all of those kinds of projects. So, that's part of the story. The other part is, of course, the COVID-related funding for transport. So, you'll have seen in the draft budget I've provided additional transport funding for buses, because I'm really keen that that sector has the certainty across the financial year and they're not worrying, as we come to the end of this financial year, that there won't be support, and that would have, obviously, negative impacts on service provision for the passengers. So, clearly, one of the next things I'm doing is exploring what, if anything, we need to see at the moment in terms of rail. So, there are further discussions, I think, to be had about support for the transport sector, but, in terms of the infrastructure side of things, clearly, we are more constrained than we would want to be in terms of the capital budget.
Welsh: Wel, bydd nifer o heriau gwahanol mewn perthynas â thrafnidiaeth ar gyfer y flwyddyn nesaf. Felly, ar yr ochr gyfalaf, fel y dywedaf, mae ein cyllideb cyfalaf wedi gostwng y flwyddyn nesaf, ond rwy'n gobeithio y bydd y Canghellor yn manteisio ar y cyfle ym mis Mawrth i ddarparu cyllid ychwanegol ac yna gallwn bob amser wneud mwy. Ar ddechrau'r sesiwn heddiw, roeddwn yn rhestru rhai o'r prosiectau penodol y byddem yn ceisio eu cyflwyno - er enghraifft, trydedd groesfan afon Menai, y gwaith ar goridor yr A55, A494, A458 Sir y Fflint a metro trafnidiaeth integredig de Cymru a'r holl fathau hynny o brosiectau. Felly, dyna ran o'r stori. Y rhan arall, wrth gwrs, yw'r cyllid sy'n gysylltiedig â COVID ar gyfer trafnidiaeth. Felly, byddwch wedi gweld yn y gyllideb ddrafft fy mod wedi darparu cyllid trafnidiaeth ychwanegol ar gyfer bysiau, oherwydd rwy'n awyddus iawn i weld y sector hwnnw'n cael sicrwydd ar hyd y flwyddyn ariannol ac nad ydynt yn poeni, wrth inni ddod at ddiwedd y flwyddyn ariannol hon, na fydd cefnogaeth, a byddai hynny, yn amlwg, yn effeithio'n negyddol ar ddarparu gwasanaethau i deithwyr. Felly, yn amlwg, un o'r pethau nesaf rwy'n ei wneud yw archwilio beth, os rhywbeth, sydd angen inni ei weld ar hyn o bryd mewn perthynas â'r rheilffyrdd. Felly, credaf fod trafodaethau pellach i'w cael ynglŷn â chefnogaeth i'r sector trafnidiaeth, ond ar yr ochr seilwaith i bethau, yn amlwg, rydym yn fwy cyfyngedig nag y byddem eisiau bod o safbwynt y gyllideb cyfalaf.
English: Item 3 on the agenda is questions to the Minister for Education, and the first question is from Mark Isherwood.
Welsh: Eitem 3 ar yr agenda yw cwestiynau i'r Gweinidog Addysg, a daw'r cwestiwn cyntaf gan Mark Isherwood.
English: Thank you, Mark. I recognise that the uncertainty arising from the circumstances we are facing as a result of the current pandemic is particularly challenging for children and young people with additional learning needs, including autism. I remain committed to supporting learners, parents and carers during this extremely difficult time.
Welsh: Diolch, Mark. Rwy'n cydnabod bod yr ansicrwydd sy'n deillio o'r amgylchiadau rydym yn eu hwynebu o ganlyniad i'r pandemig presennol yn arbennig o heriol i blant a phobl ifanc ag anghenion dysgu ychwanegol, gan gynnwys awtistiaeth. Rwy'n parhau i fod yn ymrwymedig i gefnogi dysgwyr, rhieni a gofalwyr yn ystod y cyfnod hynod anodd hwn.
English: Thank you. When the Welsh Government first advised schools to close in response to the COVID-19 outbreak, it stated that this was with the exception of making provision for children who are vulnerable, or whose parents are critical to the COVID-19 response. Welsh Government guidance states that vulnerable children includes those with care and support or support plans and those with statements of special educational needs. However, I was then contacted by several affected Flintshire families - but not by families anywhere else - denied provision on the incorrect grounds that their parents also had to be key workers. The council there only backed down several weeks later after I obtained a definitive statement from the Welsh Government. How do you therefore respond to the solicitor representing families across Wales who has contacted me stating they have a legal case, raising the issue of when an autistic child should be schooled at home or in the special school that the child normally attends - the child's parents want the child to go to school, as they can't cope - and asking does the Welsh Government guidance allow children with autism SEN or additional learning needs to attend school if home schooling is a problem for parents?
Welsh: Diolch. Pan gynghorodd Llywodraeth Cymru ysgolion i gau y tro cyntaf mewn ymateb i'r argyfwng COVID-19, dywedodd na ddylai hyn gynnwys darpariaeth ar gyfer plant sy'n agored i niwed, neu blant y mae eu rhieni'n hanfodol i'r ymateb i COVID-19. Mae canllawiau Llywodraeth Cymru yn nodi bod plant sy'n agored i niwed yn cynnwys rhai sy'n cael gofal a chymorth neu sydd â chynlluniau cymorth a'r rhai sydd â datganiadau o anghenion addysgol arbennig. Fodd bynnag, daeth nifer o deuluoedd yn Sir y Fflint yr effeithiwyd arnynt i gysylltiad â mi wedyn - ond nid teuluoedd yn unman arall - i ddweud nad oeddent yn cael y ddarpariaeth ar y sail anghywir fod yn rhaid i'w rhieni fod yn weithwyr allweddol hefyd. Aeth yn sawl wythnos wedyn ar y cyngor yno'n camu nôl ar ôl i mi gael datganiad pendant gan Lywodraeth Cymru. Felly, sut rydych yn ymateb i'r cyfreithiwr sy'n cynrychioli teuluoedd ledled Cymru ac sydd wedi cysylltu â mi i ddweud bod ganddynt achos cyfreithiol, gan godi'r cwestiwn ynglŷn â pha bryd y dylid addysgu plentyn awtistig gartref neu yn yr ysgol arbennig y mae'r plentyn yn ei mynychu fel arfer - mae rhieni'r plentyn am i'r plentyn fynd i'r ysgol, gan na allant ymdopi - ac yn gofyn a yw canllawiau Llywodraeth Cymru yn caniatáu i blant ag AAA awtistiaeth neu anghenion dysgu ychwanegol fynychu'r ysgol os yw addysgu gartref yn broblem i rieni?
English: Thank you, Mark. Quite rightly, as you identify, schools continue to provide education on site for vulnerable children and children of critical workers. The two are mutually exclusive; you do not need to be a child with additional learning needs and the child of a key worker to access that provision. And I am very grateful to all of those involved in our special schools and our pupil referral units, as well as our mainstream schools, for providing that support at this time. I'm glad to hear, Mark, that our correspondence to you regarding the contents of our guidance was helpful in assisting your constituents, and I would urge you to write to me once again with the case that you outline. There is considerable flexibility with regard to vulnerability, but we are very clear that, where at all possible, vulnerable children should be able to access face-to-face learning. But, if you would like to write to me, I will do my very best to endeavour to help you once again.
Welsh: Diolch, Mark. Yn gwbl briodol, fel y gwyddoch, mae ysgolion yn parhau i ddarparu addysg ar y safle i blant sy'n agored i niwed a phlant gweithwyr hanfodol. Mae'r ddau yn annibynnol ar ei gilydd; nid oes angen ichi fod yn blentyn ag anghenion dysgu ychwanegol a phlentyn gweithiwr allweddol i gael mynediad at y ddarpariaeth honno. Ac rwy'n ddiolchgar iawn i bawb sy'n ymwneud â'n hysgolion arbennig a'n hunedau cyfeirio disgyblion, yn ogystal â'n hysgolion prif ffrwd, am ddarparu'r cymorth hwnnw ar hyn o bryd. Rwy'n falch o glywed, Mark, fod ein gohebiaeth â chi ynglŷn â chynnwys ein canllawiau yn ddefnyddiol i gynorthwyo eich etholwyr, a byddwn yn eich annog i ysgrifennu ataf eto gyda'r achos a amlinellwch. Mae cryn hyblygrwydd o ran bod yn agored i niwed, ond rydym yn glir iawn, lle bo'n bosibl, y dylai plant sy'n agored i niwed allu manteisio ar ddysgu wyneb yn wyneb. Ond os hoffech ysgrifennu ataf, fe wnaf fy ngorau glas i geisio eich helpu unwaith eto.
English: The disruption to schools has had a significant impact on learners' progression, health and well-being and confidence. It has affected some more than others, particularly examination cohorts, early years, and our disadvantaged learners. We are working with partners to develop a sustainable and resilient approach to promoting learning in the coming years and addressing the interruptions.
Welsh: Mae'r tarfu ar ysgolion wedi effeithio'n sylweddol ar gynnydd, iechyd a llesiant a hyder dysgwyr. Mae wedi effeithio ar rai yn fwy nag eraill, yn enwedig carfannau arholiadau, y blynyddoedd cynnar, a'n dysgwyr difreintiedig. Rydym yn gweithio gyda phartneriaid i ddatblygu dull cynaliadwy a gwydn o hyrwyddo dysgu yn y blynyddoedd i ddod a mynd i'r afael â'r ymyriadau.
English: Yes, thanks for that evaluation. It is a difficult situation. It seems to me that the experience of home learning has varied massively, which, I suppose, we should have expected. Before we can address how to catch up on the lost education of school-aged children as we come out of the COVID crisis, we will need somebody to assess authoritatively exactly where we are. Given that, do you foresee that Estyn will have a big role in assessing where we are, and what is your current thinking as regards the resumption of school inspections in Wales?
Welsh: Ie, diolch am y gwerthusiad hwnnw. Mae'n sefyllfa anodd. Mae'n ymddangos i mi fod y profiad o ddysgu gartref wedi amrywio'n aruthrol, rhywbeth y dylem fod wedi'i ddisgwyl, mae'n debyg. Cyn y gallwn fynd i'r afael â sut i ddal i fyny ag addysg goll plant oedran ysgol wrth inni ddod allan o'r argyfwng COVID, bydd angen rhywun arnom i asesu'n awdurdodol ble yn union rydym arni. O ystyried hynny, a ydych yn rhagweld y bydd gan Estyn rôl fawr yn asesu ein sefyllfa, a beth yw eich barn ar hyn o bryd ynglŷn ag ailddechrau arolygiadau ysgolion yng Nghymru?
English: Well, I think it's important to recognise that all children will have had a COVID experience and their learning interrupted, and therefore, we will need an approach that supports all of our learners, but we also recognise that some parts of the cohort, as I said in my original answer, will have particular challenges, and indeed some individual children will have challenges that we will need to support. In the first instance, we will work with local education authorities, regional school improvements, the professionals themselves, to develop a sustained intervention programme to support learners both in the short, medium and long term, and I would expect Estyn, as always, as part of the Welsh education family, to play a role. I hope inspections can move forward as planned, but clearly, we keep all of these issues under review as we deal with the consequences of the impact of the pandemic on education.
Welsh: Wel, rwy'n credu ei bod yn bwysig cydnabod y bydd pob plentyn wedi cael profiad o COVID a tharfu ar eu dysgu, ac felly, bydd angen dull gweithredu arnom sy'n cefnogi ein holl ddysgwyr, ond rydym hefyd yn cydnabod y bydd gan rai rhannau o'r garfan heriau penodol, fel y dywedais yn fy ateb gwreiddiol, ac yn wir bydd gan rai plant unigol heriau y bydd angen i ni eu cefnogi. Yn y lle cyntaf, byddwn yn gweithio gydag awdurdodau addysg lleol, gwasanaethau rhanbarthol gwella ysgolion, yr addysgwyr eu hunain, i ddatblygu rhaglen ymyrraeth barhaus i gefnogi dysgwyr yn y tymor byr, y tymor canolig ac yn hirdymor, a byddwn yn disgwyl i Estyn chwarae rôl fel arfer, fel rhan o deulu addysg Cymru. Gobeithio y gall arolygiadau fynd rhagddynt yn ôl y bwriad, ond yn amlwg, rydym yn parhau i adolygu'r holl faterion hyn wrth inni ymdrin â chanlyniadau effaith y pandemig ar addysg.
English: Minister, can you reassure us that the assessment of qualifications will take into account the different opportunities students have had to effectively learn from home?
Welsh: Weinidog, a allwch ein sicrhau y bydd yr asesiad cymwysterau yn ystyried y gwahanol gyfleoedd y mae myfyrwyr wedi'u cael i ddysgu'n effeithiol gartref?
English: Yes, indeed, David. Yesterday, the WJEC published further information as to how grades will be designated by schools and colleges. It is designed to be as flexible as possible, and to ensure that the different experiences that children will have can be adequately accounted for in that process. So, for instance, if I could give you an example: it does not designate, for instance, how many pieces of work are necessary to arrive at an assessment, recognising that each individual student will have had a very different experience.
Welsh: Gallaf, yn wir, David. Ddoe, cyhoeddodd CBAC ragor o wybodaeth ynglŷn â sut y bydd graddau'n cael eu dynodi gan ysgolion a cholegau. Fe'i cynlluniwyd i fod mor hyblyg â phosibl, ac i sicrhau y gellir rhoi cyfrif digonol am y gwahanol brofiadau a gaiff plant yn y broses honno. Felly, os caf roi enghraifft i chi: nid yw'n dynodi, er enghraifft, faint o ddarnau o waith sy'n angenrheidiol i allu gwneud asesiad, gan gydnabod y bydd pob myfyriwr unigol wedi cael profiad gwahanol iawn.
English: Thank you. We now turn to spokespeople's questions, and the first this afternoon is Conservative spokesperson, Suzy Davies.
Welsh: Diolch. Trown yn awr at gwestiynau llefarwyr, a'r cyntaf y prynhawn yma yw llefarydd y Ceidwadwyr, Suzy Davies.
English: Diolch, Dirprwy Lywydd. Afternoon, Minister. We were all very relieved, of course, to hear you announce that primary schools will be open for face-to-face learning for foundation phase pupils after half term. However, with just three days to go until half term, we've seen the publication overnight of the guidance that schools have been clamouring for for some days now. Only this morning, actually, parents in one part of Wales received notice that their school would not reopen as anticipated because they hadn't had the guidance on how to carry out risk assessments, so I hope they're going to manage to catch up. You know that the teaching unions are very reluctant to see their members return without additional measures to make these safe spaces even safer, whatever the views of individual heads. So, I wonder if you could just summarise us for us the new steps, and tell us how you'll be getting the money or materials to the schools in time for them to implement, and maybe just tell us how you've informed schools, as it's clear from today that some of them still don't know. Thank you.
Welsh: Diolch, Ddirprwy Lywydd. Prynhawn da, Weinidog. Roeddem i gyd yn falch iawn, wrth gwrs, o'ch clywed yn cyhoeddi y bydd ysgolion cynradd ar agor ar gyfer dysgu wyneb yn wyneb i ddisgyblion y cyfnod sylfaen ar ôl hanner tymor. Fodd bynnag, gyda dim ond tri diwrnod i fynd tan hanner tymor, rydym wedi gweld cyhoeddi dros nos y canllawiau y mae ysgolion wedi bod yn galw amdanynt ers dyddiau bellach. Y bore yma, mewn gwirionedd, cafodd rhieni mewn un rhan o Gymru rybudd na fyddai eu hysgol yn ailagor fel y rhagwelwyd am nad oeddent wedi cael y canllawiau ar sut i gynnal asesiadau risg, felly rwy'n gobeithio y byddant yn llwyddo i ddal i fyny. Fe wyddoch fod undebau'r athrawon yn amharod iawn i weld eu haelodau'n dychwelyd heb fesurau ychwanegol i wneud y mannau diogel hyn yn fwy diogel byth, beth bynnag fo barn penaethiaid unigol. Felly, tybed a allech grynhoi'r camau newydd i ni, a dweud wrthym sut y byddwch yn cael yr arian neu'r deunyddiau i'r ysgolion mewn pryd iddynt allu eu gweithredu, a dweud wrthym efallai sut rydych wedi hysbysu ysgolion, gan ei bod yn amlwg heddiw nad yw rhai ohonynt yn gwybod o hyd. Diolch.
English: Thank you, Suzy. The guidance was shared with our trade union partners on Friday of last week, and we have been working with them in the meantime to ensure that the guidance meets their satisfactions, and to work with them rather than issuing guidance and then only having to retract it as a result of comments that are made by the profession. I have been very keen to release that guidance as quickly as possible, and we have advertised across Welsh-medium channels this morning the availability of the guidance. Can I just stress though that what headteachers and school staff successfully did in the autumn term, to make their establishments as COVID secure as possible, remains the same? We know what works in terms of hand washing, ventilation and social distancing, as far as that is possible, especially with older children. But you are right, we are placing additional measures in place, including £5 million of investment for high-quality face coverings, which will be the same and distributed across Wales, as well as lateral flow testing. Lateral flow testing kits have been given to special schools this week, and lateral flow testing for those returning to school on 22 February will be in school for the start of that return.
Welsh: Diolch, Suzy. Rhannwyd y canllawiau â'n partneriaid yn yr undebau llafur ddydd Gwener diwethaf, ac rydym wedi bod yn gweithio gyda hwy yn y cyfamser i sicrhau bod y canllawiau'n eu bodloni, ac i weithio gyda hwy yn hytrach na chyhoeddi canllawiau a gorfod eu tynnu'n ôl o ganlyniad i sylwadau a wneir gan y proffesiwn. Rwyf wedi bod yn awyddus iawn i ryddhau'r canllawiau hynny cyn gynted ag sy'n bosibl, ac rydym wedi hysbysebu ar draws sianeli cyfrwng Cymraeg y bore yma fod y canllawiau ar gael. A gaf fi bwysleisio, serch hynny, fod yr hyn a wnaeth penaethiaid a staff ysgolion yn llwyddiannus yn nhymor yr hydref, i wneud eu sefydliadau mor ddiogel â phosibl rhag COVID, yn aros yr un fath? Gwyddom beth sy'n gweithio o ran golchi dwylo, awyru a chadw pellter cymdeithasol, cyn belled ag y bo modd, yn enwedig gyda phlant hŷn. Ond rydych yn iawn, rydym yn rhoi mesurau ychwanegol ar waith, gan gynnwys £5 miliwn o fuddsoddiad ar gyfer gorchuddion wyneb o ansawdd uchel, a fydd yr un fath ac yn cael eu dosbarthu ledled Cymru, yn ogystal â phrofion llif unffordd. Mae pecynnau profion llif unffordd wedi'u rhoi i ysgolion arbennig yr wythnos hon, a bydd profion llif unffordd i'r rhai sy'n dychwelyd i'r ysgol ar 22 Chwefror yn yr ysgolion erbyn pan fyddant yn dychwelyd.
English: Thank you, Suzy. There is indeed a real enthusiasm from the trade union side and local education authorities to look to prioritise examination years, for exactly the reasons that you have outlined. Teachers would like those children back to as much face-to-face provision as possible, so that those assessments and that work around assessment can be carried out. I want to give reassurance: the guidance does say that work carried out at home can also form part of an assessment, but there is an absolute determination across the piece to now move towards a safe return to face-to-face learning for those older students. Suzy mentioned the pressure on the NHS. That is just one of the factors that we will need to take into consideration; it's an important one, of course. And it is the danger of overwhelming the NHS and the level 5 notification from the chief medical officers across the United Kingdom that made me take a very regretful decision to have to close schools for face-to-face learning for the majority of pupils. We also need to continue to monitor community transmission levels. We also need to continue to monitor positivity levels, and we need to assess what a return for more face-to-face students would mean for the R rate. But clearly, there is a determination across the piece, and I hope that, by the next three-week review, we will be in a position to outline next steps to returning more children and young people for face-to-face learning.
Welsh: Diolch, Suzy. Yn wir, mae brwdfrydedd gwirioneddol gan yr undebau llafur ac awdurdodau addysg lleol i geisio blaenoriaethu blynyddoedd arholi, am yr union resymau rydych wedi'u hamlinellu. Hoffai athrawon i'r plant hynny ddychwelyd at gymaint o ddarpariaeth wyneb yn wyneb â phosibl, fel y gellir cynnal yr asesiadau hynny a'r gwaith mewn perthynas ag asesu. Rwyf am dawelu meddyliau: mae'r canllawiau'n dweud y gall gwaith a wneir gartref ffurfio rhan o asesiad hefyd, ond mae penderfyniad llwyr yn gyffredinol i symud yn awr tuag at ddychwelyd yn ddiogel at ddysgu wyneb yn wyneb i'r myfyrwyr hŷn hynny. Soniodd Suzy am y pwysau ar y GIG. Dyna un o'r ffactorau y bydd angen inni ei ystyried; mae'n un pwysig, wrth gwrs. A'r perygl o lethu'r GIG a'r hysbysiad lefel 5 gan y prif swyddogion meddygol ar draws y Deyrnas Unedig a wnaeth i mi wneud penderfyniad anffodus iawn i orfod cau ysgolion ar gyfer dysgu wyneb yn wyneb i fwyafrif y disgyblion. Rhaid inni hefyd barhau i fonitro lefelau trosglwyddo cymunedol. Rhaid inni hefyd barhau i fonitro lefelau profion positif, ac mae angen inni asesu beth fyddai cael mwy o fyfyrwyr yn dychwelyd at addysg wyneb yn wyneb yn ei olygu i'r gyfradd R. Ond yn amlwg, mae yna benderfyniad yn gyffredinol, ac erbyn yr adolygiad tair wythnos nesaf, gobeithio y byddwn mewn sefyllfa i amlinellu'r camau nesaf ar gyfer sicrhau bod mwy o blant a phobl ifanc yn dychwelyd at ddysgu wyneb yn wyneb.