English: I fear that I will also have to start by echoing the comments of the previous speaker on the timing of this statement. I do feel that it does show a little disrespect to the work of the committee, because we're a matter of weeks away from publishing the report on school support grants, which will, of course, have a strong focus on the PDG, and here we are hearing a statement from the Government that suggests that you're not willing to wait to see what our committee report will have to say on some of these issues. So, that is a cause of disappointment, and, okay, you can announce it to your party conference if you want, but it's this Parliament that sets your budget and it's to this Parliament that you should be accountable and making statements in the first place. Of course, one welcomes any additional funding, particularly for the early years PDG. We've always said that that investment is needed in the early years, because that is when it will have the greatest impact, and that is a positive step, as well as moving to a two-year funding cycle. There are questions remaining, I fear, as to whether this is the best use of that funding. It's an old argument that's been ongoing for many years, as to what kind of return one could get for almost £400 million by using it in different ways. We must bear in mind that the trend of closing this gap between the attainment of those eligible for free school meals and those who aren't had started before the introduction of the PDG, so there's more work to be done, and I'm sure that the Cabinet Secretary would recognise that there's always more work to be done, to prove that this investment is actually delivering results in terms of the Government's policies in this area. There's no questioning the value that schools place on this investment, of course. I wouldn't argue about that for one moment, but, in the evidence that we've received as a committee, and in the visits that I've undertaken to a number of schools, it's not always appreciated as funding to deliver the purpose for which it's given, but more to subsidise cuts in core funding of schools. Of course, that is done in various different ways that tick the Government's boxes, but, perhaps, to use a term that has been used in a conversation with me by someone from the sector, it's 'papering over many of the cracks'. So, there are questions to be asked as to whether the Government is confident that the money is being used on all occasions for its intended purpose. Has consideration been given - ? Perhaps we do need to have a debate on shifting this funding into schools' core funding through the revenue support grant, because you are talking more and more about providing flexibility to schools to use it in the way that they feel is appropriate in terms of delivering its purpose, but I just see some inconsistency here in terms of policy, because I'm sure you would - and I see from your face that you would - argue that it's important to protect this as a specific grant that has particular criteria that you would expect schools to deliver against, but, of course, you are abolishing other grants and putting them into the RSG, and when we then express concern that there is some loss of focus, you say, 'Well, no - there will be an additional focus on outcomes and outputs, and ensuring that we can track the use of the funding.' So, there is some inconsistency, I think, in the way in which the Government is approaching the various means of providing funding to schools, and I think we need a debate. I'm not sure myself what the answer is, but I do see that there's an inconsistency, never mind some of the funding going to schools, some to local authorities, and some grants coming through the consortia. The feedback I get from schools suggests that perhaps there may be a piece of work that needs to be done around those issues. May I also ask - ? In light of the point that I made on the need to monitor the impact of the PDG, you mentioned providing an enhanced focus on progress and adding value. Can you tell us a little more as to which indicators you will be considering and what you will be seeking to measure? Because it's a very difficult thing to measure in that context. Some clarity on that would be welcome. May I welcome the fact that you are moving to a two-year funding cycle for the PDG? Because the feedback as to how difficult it is to go on a year-to-year basis has come through very clearly from a number of different directions. May I say that Gwynedd Council has been guaranteeing funding for their schools over a longer period than just 12 months already? So, it's clear that the need to move in that direction on the ground is clear, and I'm pleased to see that reflected in your decision, although you are framing it in the context of universal credit, and that's quite reasonable, but I would say that it's not only because of universal credit - I would hope that this is a decision that goes over and above that. We are short of the situation in England, as we heard, with the Ever 6, but certainly it is a step in the right direction, and I do welcome that. You've referred to the Estyn comments on PDG, but Estyn also say that only two thirds of schools use the PDG effectively, and that leaves a third of schools that aren't doing so, and I'd like to hear what steps the Government will take to ensure that the potential of this income is being maximised in every school, particularly in that third of schools that Estyn feels that perhaps aren't making the best possible use or making effective use of the PDG. And finally from me, we had a few questions earlier on scrapping the school uniforms grant. In his response, the First Minister said that it would be turned into a more flexible fund - something that could provide additional support for pupils from disadvantaged backgrounds, something that may pay for school trips or specific experiences. It sounds very similar to the PDG, so perhaps you could tell us a little more about how it will differ. Thank you.
Welsh: Rydw i'n ofni y bydd yn rhaid i fi hefyd ddechrau drwy adleisio sylwadau'r llefarydd blaenorol ynglŷn ag amseru'r datganiad yma. Rydw i yn teimlo ei fod e'n dangos ychydig o sarhad tuag at waith y pwyllgor, oherwydd rŷm ni fater o wythnosau o gyhoeddi adroddiad ar y grantiau cefnogi ysgolion, a fydd, wrth gwrs, â ffocws cryf ar y PDG, a dyma ni yn cael datganiad gan y Llywodraeth sydd, felly, yn awgrymu nad ŷch chi'n barod i aros i weld beth fydd gan yr adroddiad i'w ddweud ar rai o'r materion yma. Felly, mae hynny yn destun siom, a hefyd, ocê, fe gewch chi ei gyhoeddi fe i'ch cynhadledd plaid os ŷch chi eisiau, ond y Senedd yma sy'n gosod eich cyllideb chi, ac i'r Senedd yma y dylech chi fod yn atebol ac yn gwneud datganiadau yn y lle cyntaf. Nawr, wrth gwrs, mae rhywun yn croesawu unrhyw arian ychwanegol, yn enwedig i'r PDG blynyddoedd cynnar. Rŷm ni wastad wedi dweud bod angen y buddsoddiad yna rhag blaen, yn y blynyddoedd cynnar, oherwydd dyna pryd maen nhw'n mynd i gael yr effaith cryfaf, ac felly mae hynny yn gam positif, yn ogystal, wrth gwrs, â symud i gylch ariannu dwy flynedd. Nawr, mae yna gwestiynau yn dal i fod, rydw i'n ofni, ynglŷn ag ai dyma'r defnydd gorau o'r arian yna. Mae'n hen ddadl sydd wedi rhygnu ymlaen ers blynyddoedd, rydw i'n gwybod, ynglŷn â pha fath o return byddai rhywun yn gallu ei gael am bron i £400 miliwn drwy ei ddefnyddio fe mewn ffyrdd eraill. Ac mae'n rhaid cofio, roedd y trend o gau'r bwlch yma rhwng cyrhaeddiad y rhai sydd yn gymwys i ginio ysgol am ddim a'r rhai sydd ddim wedi cychwyn cyn cyflwyno'r PDG, felly mae yna fwy o waith i'w wneud, ac rydw i'n siŵr y bydd yr Ysgrifennydd Cabinet yn cydnabod bod yna wastad mwy o waith i'w wneud, i brofi bod y buddsoddiad yma yn uchafu gwerth o safbwynt cyflawni polisi'r Llywodraeth yma. Nawr, nid oes cwestiynu'r gwerth y mae ysgolion yn rhoi ar y buddsoddiad yma, wrth gwrs. Ni fyddwn i'n dadlau hynny am funud, ond, yn y dystiolaeth rŷm ni wedi'i chael fel pwyllgor, a hefyd yn yr ymweliadau rydw i wedi'u gwneud â nifer o ysgolion, nid yw e wastad yn gwerthfawrogi'r arian er mwyn cyflawni'r pwrpas y mae e'n cael ei roi, ond yn fwy i sybsideiddio toriadau mewn ariannu craidd ysgolion. Ac mae hynny, wrth gwrs, yn cael ei wneud mewn gwahanol ffyrdd, sydd yn ticio bocsys y Llywodraeth ond sydd hefyd, efallai, i ddefnyddio term sydd wedi cael ei ddefnyddio i fi gan rywun o'r sector, 'yn papuro dros lawer o'r craciau'. Felly, mae yna gwestiynau ynglŷn ag a ydy'r Llywodraeth yn hyderus bod y pres yn cael ei ddefnyddio, bob tro, i'r pwrpas y'i fwriadwyd e. Ac a oes yna ystyriaeth wedi'i rhoi - ? Efallai bod angen i ni gael trafodaeth ynglŷn â symud y pres yma i ariannu craidd ysgolion drwy'r grant cynnal refeniw, oherwydd rŷch chi'n sôn mwy a mwy am roi hyblygrwydd i ysgolion i'w ddefnyddio fe mewn modd y maen nhw'n teimlo sy'n addas o safbwynt cyflawni'r pwrpas yr ŷch chi'n ei roi e iddyn nhw, ond rydw i jest yn gweld anghysondeb fan hyn o ran polisi, oherwydd rydw i'n siŵr y byddech chi - ac rydw i'n gweld wrth eich wyneb chi y byddech chi - yn dadlau ei bod hi'n bwysig amddiffyn hwn fel grant penodol sydd â chriteria arbennig y byddech chi'n disgwyl i ysgolion i'w cyflawni, ond wrth gwrs rŷch chi'n cael gwared ar grantiau eraill ac yn eu rhoi nhw i mewn i'r RSG, a phan fyddem ni'n mynegi consérn wedyn efallai fod yna golli ffocws yn mynd i fod, 'O, na, na, na - rŷm ni'n mynd i roi pwyslais newydd ar allbynnau a chanlyniadau a sicrhau ein bod ni'n gallu tracio defnydd yr arian.' Felly, mae yna anghysondeb, rydw i'n meddwl, yn y modd y mae'r Llywodraeth yn dynesu at wahanol ddulliau o ddarparu arian i ysgolion. Rydw i yn meddwl, efallai, bod angen trafodaeth. Nid wyf yn siŵr fy hun beth yw'r ateb, ond rydw i jest yn gweld yr anghysondeb yna, heb sôn wedyn, wrth gwrs, fod peth o'r arian yn mynd i ysgolion, peth yn mynd i awdurdodau lleol a pheth grantiau'n dod drwy'r consortia. Mae'r adborth rydw i'n ei gael oddi wrth ysgolion yn awgrymu efallai bod yna drafodaeth a darn o waith angen ei wneud o gwmpas hynny. A gaf i ofyn hefyd - ? Yn sgil y pwynt yr oeddwn i'n ei wneud ynglŷn â'r angen i fonitro effaith y PDG, roeddech chi'n sôn am roi ffocws cynyddol ar gynnydd, neu progress, ac ychwanegu gwerth yn y datganiad. A allwch chi, efallai, sôn ychydig ynglŷn â pha fesuryddion rydych chi'n eu hystyried, neu beth rydych chi'n edrych i'w fesur? Mae'n beth anodd iawn i fesur yn y cyd-destun yna, a byddai ychydig o eglurder ar hynny yn dderbyniol iawn. A gaf i groesawu'r ffaith eich bod chi yn symud i gylchdro dwy flynedd o ariannu'r PDG? Oherwydd mae'r adborth ynglŷn â pha mor anodd yw hi i fynd o flwyddyn i flwyddyn yn un sydd wedi dod drwyddo'n glir o sawl cyfeiriad. A gaf i ddweud, hefyd, bod Cyngor Gwynedd wedi bod yn gwarantu arian i'w hysgolion nhw dros dymor hirach na dim ond blwyddyn yn barod? Felly, mae'n amlwg bod angen gwneud hynny ar lawr gwlad, ac mae'n dda bod hynny'n cael ei adlewyrchu yn eich penderfyniad chi, er, wrth gwrs, roeddech chi'n ei fframio yng nghyd-destun universal credit, ac mae hynny'n ddigon rhesymol, ond byddwn i'n dadlau mai nid dim ond oherwydd universal credit - buaswn i'n gobeithio ei fod yn benderfyniad sydd yn rhywbeth y tu hwnt i hynny. Rydym ni yn fyr o'r sefyllfa yn Lloegr, wrth gwrs, fel yr oeddem ni'n clywed am yr Ever 6, ond mae'n sicr yn gam i'r cyfeiriad iawn, ac rydw i'n croesawu hynny. Rydym ni wedi cyfeirio at sylwadau Estyn ynglŷn â'r PDG. Wrth gwrs, mae Estyn hefyd yn dweud mai dim ond dwy ran o dair o ysgolion sy'n defnyddio'r PDG yn effeithiol, felly mae hynny'n gadael un rhan o dair sydd ddim. Byddwn i'n licio clywed pa gamau fydd y Llywodraeth yn eu cymryd i sicrhau bod potensial yr incwm yma yn cael ei facsimeiddio ym mhob ysgol, yn enwedig yn y traean yna lle mae Estyn yn teimlo nad ydyn nhw'n gwneud y defnydd gorau neu ddefnydd effeithiol o'r PDG. Yn olaf gen i, mi gawsom ni ambell gwestiwn yn gynharach ynglŷn â diddymu'r grant gwisg ysgol. Yn ei ateb, mi wnaeth y Prif Weinidog ddweud y byddai'n cael ei droi i mewn i gronfa mwy hyblyg - rhywbeth fyddai'n gallu rhoi cefnogaeth ychwanegol i ddisgyblion o gefndiroedd difreintiedig, a rhywbeth, efallai, fyddai'n talu am dripiau ysgol neu brofiadau penodol iddyn nhw. Mae'n swnio'n debyg iawn i'r PDG. Efallai y gallech chi ymhelaethu ychydig ynglŷn â sut y bydd yn wahanol. Diolch.