techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Llywydd. Minister, Merched y Wawr were in touch with me recently, outlining concerns that Welsh speakers are facing challenges in terms of face-to-face banking services and online services through the medium of Welsh. So, what steps are your Government taking to ensure that businesses across Wales operate bilingually? And what additional support is provided to those businesses that are failing to comply with these standards?
Welsh: Diolch, Llywydd. Weinidog, cysylltodd mudiad Mercher y Wawr â mi yn ddiweddar, yn mynegi pryder bod siaradwyr Cymraeg yn wynebu heriau o ran cynnal busnes bancio wyneb yn wyneb ac ar-lein trwy gyfrwng y Gymraeg. Pa gamau y mae eich Llywodraeth yn eu cymryd i sicrhau bod busnesau ar draws Cymru yn gweithredu'n ddwyieithog? A pha gymorth ychwanegol sy'n cael ei gynnig i'r busnesau hynny sy'n methu â chydymffurfio â'r gofynion hyn?
English: Well, we have several ways of supporting businesses across Wales to provide services through the medium of Welsh. I pay tribute to the work that the mentrau iaith do in every community in Wales to support the local economy to provide those kinds of services, as well as the Helo Blod service, which provides a translation service, and Helo Blod Lleol, which operates through the mentrau iaith, to do exactly what the Member is talking about. But, I'm also aware of banking provision being limited in some parts of Wales. I know of specific examples of that. And that's an issue for businesses, but, as the question said, it's an issue for other societies as well. We've been looking, as the Member knows, at the impact over the past year, of changes, including in terms of COVID, on Welsh-speaking organisations in our communities and we have an action plan to deal with the requirements that have arisen as a result.
Welsh: Wel, mae gyda ni amryw ffyrdd o gefnogi busnesau ar draws Cymru i ddarparu gwasanaethau trwy gyfrwng y Gymraeg. Ac rwy'n talu teyrnged i'r gwaith y mae'r mentrau iaith yn ei wneud ym mhob cymuned yng Nghymru i gefnogi'r economi leol i ddarparu gwasanaethau o'r fath, ynghyd hefyd â gwasanaeth Helo Blod, sy'n darparu gwasanaeth cyfieithu a Helo Blod Lleol, sy'n gweithredu drwy'r mentrau iaith er mwyn gwneud yn union beth y mae'r Aelod yn sôn amdano fe. Ond hefyd, rwy'n ymwybodol iawn fod darpariaeth bancio yn cael ei gyfyngu mewn ardaloedd o Gymru. Rwy'n gwybod am enghreifftiau penodol o hynny ac mae hyn yn fater i fusnesau, ond fel y mae'r cwestiwn yn ei ddweud, hefyd i fudiadau yn ehangach na hynny. Rŷm ni wedi bod yn edrych, fel y mae'r Aelod yn gwybod, ar impact, dros y flwyddyn ddiwethaf, o newidiadau, gan gynnwys COVID, er enghraifft, ar fudiadau Cymraeg yn ein cymunedau ni ac mae cynllun gweithredu gyda ni yn delio â'r anghenion sydd yn codi yn sgil hynny.
English: Thank you. We're all agreed that we want to see an increase in the number of Welsh speakers in all parts of Wales. Often Tenby, in the middle of my constituency, is considered a traditionally Welsh-speaking community, but the Welsh-medium school, Ysgol Hafan y Môr, has been described by a local councillor as 'bursting at the seams', and Ysgol Caer Elen in Haverfordwest is also full. With the increase in demand from parents for their children to attend Welsh-medium schools, how does the Minister intend to support this increasing demand and to ensure that funding for current educational provision is not affected?
Welsh: Diolch. Rydym i gyd yn cytuno ein bod am weld cynnydd yn nifer y siaradwyr Cymraeg ym mhob cornel o'r genedl. Yn aml, mae Dinbych-y-Pysgod, sydd yng nghanol fy etholaeth, yn cael ei ystyried yn gymuned draddodiadol Gymraeg ei hiaith, ond mae'r ysgol cyfrwng Cymraeg, Ysgol Hafan y Môr, wedi cael ei disgrifio gan y cynghorydd lleol fel ' bursting at the seams ', ac mae Ysgol Caer Elen yn Hwlffordd hefyd yn orlawn. Gyda'r cynnydd yn y galw gan rieni i'w plant fynychu ysgolion cyfrwng Cymraeg, sut mae'r Gweinidog yn bwriadu cefnogi'r galw cynyddol hwn a sicrhau nad yw cyllid ar gyfer y ddarpariaeth addysg bresennol yn cael ei effeithio?
English: Well, the Member is entirely right in saying that the demand for Welsh-medium education in some parts of Wales isn't being fulfilled at the moment, so there is a need for increased ambition for provision in some communities across Wales. But, at the moment, as the Member will know, the local authorities are working on their strategic plans to provide Welsh-medium education in their areas, so that these will then come into force next year, more or less. I expect to see those plans in January. They've been working with officials in Welsh Government and with their local language fora to ensure what I want to see in those plans - that they are ambitious and that they don't just meet the demand, but also contribute to generating that demand, and that they explain and sell, as it were, that idea of Welsh-medium education. But, as the Member says, in some communities, that already happens - that demand is greater than the provision. So, on top of what we're doing, we, this year, have provided a wider fund to build Welsh-medium primary schools. I hope there will be creative ideas for spending that money.
Welsh: Wel, mae'r Aelod yn llygad ei le wrth ddweud fod y galw am addysg Gymraeg mewn ysgolion mewn mannau yng Nghymru ddim yn cael ei ddiwallu, felly, yn sicr mae angen mwy o uchelgais yn y ddarpariaeth mewn amryw gymuned ar draws Cymru. Ar hyn o bryd, fel bydd yr Aelod yn gwybod, mae'r awdurdodau lleol yn gweithio ar eu cynlluniau strategol er mwyn darparu addysg Gymraeg yn eu hardaloedd nhw er mwyn i'r rhain ddod i rym erbyn yr amser hyn y flwyddyn nesaf, mwy neu lai. Rwy'n disgwyl gweld y rheini ym mis Ionawr. Maen nhw wedi bod yn gweithio ar y cyd gyda swyddogion yn Llywodraeth Cymru a chyda'i fforymau iaith lleol er mwyn sicrhau yr hyn rwyf i eisiau ei weld yn y cynlluniau hynny - eu bod nhw'n uchelgeisiol, ac nid yn unig eu bod nhw'n diwallu'r galw, ond eu bod nhw hefyd yn cyfrannu at greu'r galw, a'u bod yn esbonio ac yn gwerthu, fel petai, y syniad o addysg Gymraeg. Ond fel y mae'r Aelod yn ei ddweud, mewn amryw gymunedau, mae hynny'n digwydd eisoes - mae'r galw yn ehangach na'r ddarpariaeth. Felly, ynghyd â hynny, rŷm ni wedi, wrth gwrs, eleni darparu cronfa ehangach er mwyn adeiladu ysgolion cynradd Cymraeg ac rwyf yn gobeithio y bydd cynigion diddorol a chreadigol yn dod i wario'r arian hynny.
English: Thank you. And when you made your statement on 'Cymraeg 2050' before the summer recess, I asked this question of you, but, unfortunately, I didn't receive a response. You said that you want to encourage young Welsh speakers to return from university to help to teach through the medium of Welsh in our schools. I drew attention to the fact that this makes it more difficult to recruit teachers from outwith Wales, and therefore reduces the mix of skills and backgrounds that new teachers bring to our schools. So, can you now explain how the Welsh Government intends to ensure that anyone who wants to teach in Wales, but doesn't currently have those language skills, can find a job as a teacher in Wales? Thank you.
Welsh: Diolch. A phan wnaethoch eich datganiad ar 'Cymraeg 2050' cyn toriad yr haf, gofynnais y cwestiwn hwn i chi, ond yn anffodus ni chefais ateb iddo. Dywedoch chi eich bod am annog siaradwyr Cymraeg ifanc i ddychwelyd o brifysgol i helpu i ddysgu trwy gyfrwng y Gymraeg yn ein hysgolion. Tynnais sylw at y ffaith bod hyn yn ei wneud yn fwy anodd i recriwtio athrawon o'r tu allan i Gymru, felly yn lleihau'r cymysgedd o ddoniau a chefndiroedd y mae athrawon newydd yn dod â nhw i'n hysgolion. A allwch chi egluro nawr sut y mae Llywodraeth Cymru yn bwriadu sicrhau bod unrhyw un sy'n dymuno dysgu yng Nghymru, ond nad oes ganddo'r sgiliau iaith, yn gallu dod o hyd i swydd fel athro yng Nghymru? Diolch.
English: Well, it is possible for people to teach in Wales even though they don't have specific language skills. What we want to see - . And we have a pilot scheme being developed at the moment with the National Centre for Learning Welsh to encourage students in our universities to work as teachers through the medium of Welsh or to teach Welsh in our schools. We'll be announcing further details of that pilot in due course, but it is being developed at the moment.
Welsh: Wel, mae'n bosibl i bobl ddysgu yng Nghymru er nad oes gyda nhw sgiliau iaith penodol. Beth dŷn ni eisiau ei weld - . Ac mae gyda ni gynllun peilot yn cael ei ddatblygu ar hyn o bryd gyda'r Ganolfan Dysgu Cymraeg Genedlaethol i annog myfyrwyr yn ein prifysgolion ni i weithio fel athrawon drwy gyfrwng y Gymraeg neu ddysgu'r Gymraeg yn ein hysgolion ni. Byddwn ni'n cyhoeddi manylion pellach am y peilot hwnnw maes o law, ond mae'n cael ei ddatblygu ar hyn o bryd.
English: Thank you, Llywydd. I was very pleased to see that the number of positive COVID tests in schools had reduced significantly over the past week - and I'm sure you yourself were also pleased with that - a reduction of 44 per cent. But schools continue to be in a very vulnerable position, of course, with some classes with as many as 50 per cent having tested positive for COVID. The Welsh Government's chief scientific adviser, Dr Rob Orford, has drawn attention to another issue of concern, namely the fact that the reemergence of other respiratory conditions that were prevented during the last lockdown could cause problems in future months. That is, children could be infected by COVID and another respiratory illness - flu, colds and so on and so forth. Now, this is a concern. Can you give us an assessment, or is the Government carrying out an assessment, of this particular risk, related to a lack of immunity among children? And in light of that, what steps will you take in order to ensure that schools are safe places over the winter?
Welsh: Diolch, Lywydd. Mi oeddwn i'n falch iawn o weld bod niferoedd profion COVID positif mewn ysgolion wedi gostwng yn sylweddol yn ystod yr wythnos diwethaf - dwi'n siŵr eich bod chithau yn falch o weld hynny hefyd - gostyngiad o 44 y cant. Ond mae ysgolion yn parhau i fod mewn sefyllfa fregus iawn, wrth gwrs, efo rhai dosbarthiadau efo hanner y disgyblion wedi profi'n bositif am COVID. Mae prif gynghorydd gwyddonol Llywodraeth Cymru dros iechyd, Dr Rob Orford, wedi tynnu sylw at fater o bryder arall ar ben hyn, sef y gallai ail ymddangosiad afiechydon anadlol a gafodd eu hatal yn ystod y cyfnod clo diwethaf achosi problemau. Hynny yw, gall plant gael eu cyd-heintio efo COVID a salwch arall sy'n effeithio ar yr ysgyfaint ac yn y blaen - ffliw, annwyd ac ati. Mae hyn yn bryder. Fedrwch chi roi asesiad i ni, neu ydy'r Llywodraeth yn gwneud asesiad, o'r risg penodol yma, sy'n gysylltiedig efo diffyg imiwnedd ymhlith plant? Ac yn sgil hynny, pa gamau fyddwch chi'n eu cymryd i sicrhau bod ysgolion yn safleoedd diogel dros y gaeaf?
English: Well, the plans that we already have in place - the frameworks that are in operation in all parts of Wales - the intention of that policy is to ensure that our schools are safe for our learners and our teachers and the wider workforce, and that the measures that are being taken in our classrooms and the wider schools estate reflect the requirements of the schools themselves, but also the local health context in terms of public health. In terms of the specific point that the Member mentioned, I will consider that, alongside the CSO, and I'll share that with the Members.
Welsh: Wel, mae'r cynlluniau sydd gyda ni eisoes ar waith - y fframweithiau sy'n gweithio ym mhob rhan o Gymru - bwriad y polisi hwnnw, wrth gwrs, yw sicrhau bod ein hysgolion ni yn saff ar gyfer ein dysgwyr ni a'n hathrawon ni a'r gweithlu ehangach, a bod y mesurau sy'n cael eu cymryd yn ein hystafelloedd dosbarth ni ac yn ystâd ehangach yr ysgol yn adlewyrchu anghenion yr ysgol ei hun ond hefyd y cyd-destun iechyd lleol o ran iechyd cyhoeddus. O ran y pwynt penodol y gwnaeth yr Aelod ei godi ynglŷn â'r cyngor penodol, mi wnaf i ystyried hynny gyda'r gwyddonydd a gweld beth y gallaf i ei rannu gydag Aelodau yn ehangach am hynny.
English: Thank you. That would be very useful, and I'm sure you would agree with me that ventilation in school buildings is crucially important, particularly now, given that people are being infected with more than one illness, which can make the problem worse. I'd like to ask you about another problem on safety in schools, namely the issue of asbestos, and what's your response to the recent finding that there is asbestos in 60 per cent of Welsh schools. Recent information has revealed that there are more than 900 schools where there is asbestos. So, I'd like to know what steps the Welsh Government is taking to help local authorities and schools to monitor, and, more importantly, to actually get rid of asbestos.
Welsh: Diolch. Mi fyddai hynna'n ddefnyddiol iawn, a dwi'n siŵr eich bod chi'n cytuno efo fi bod awyru yn yr adeiladau ysgol yn hollbwysig, yn enwedig rŵan, o feddwl efallai bod yna gyd-heintio yn digwydd, sy'n gwneud y broblem yn waeth. Mi fuaswn i'n licio gofyn i chi am broblem arall ynglŷn â diogelwch ysgolion, sef asbestos, a beth ydy'ch ymateb chi i'r canfyddiad diweddar bod asbestos mewn 60 y cant o ysgolion Cymru. Mae gwybodaeth ddiweddar wedi datgelu bod yna fwy na 900 o ysgolion yn cynnwys asbestos. Felly, hoffwn i wybod pa gamau y mae Llywodraeth Cymru yn eu cymryd i helpu cynghorau sir ac ysgolion i fonitro, ac, yn bwysicach, i gael gwared ar asbestos.
English: Well, thank you for that further question. Through the revenue support grant funding that we provide to local authorities, it is possible to use that source of funding to ensure that their schools get to grips with this particular situation. But we're also working with the Health and Safety Executive and with Ystadau Cymru to support good practice to deal with asbestos in schools and in college buildings too. And we also provide specific guidelines for local authorities to assist them to get to grips with their responsibilities in terms of monitoring, and, where required, to get rid of asbestos in their schools.
Welsh: Diolch am y cwestiwn pellach hwnnw. Trwy'r arian revenue support grant dŷn ni'n ei ddarparu i awdurdodau lleol, mae'n bosib iddyn nhw ddefnyddio'r ffynhonnell arian honno i sicrhau bod eu hysgolion nhw'n mynd i'r afael â'r sefyllfa hon. Ond dŷn ni hefyd yn gweithio gyda'r Health and Safety Executive a chydag Ystadau Cymru i gefnogi arfer da i ddelio ag asbestos mewn ysgolion ac mewn adeiladau coleg hefyd. A dŷn ni hefyd yn darparu canllawiau penodol i awdurdodau lleol i'w helpu nhw i fynd i'r afael â'u cyfrifoldebau nhw o ran monitro, a, phan mae angen hynny, cael gwared ar asbestos yn eu hadeiladau nhw.
English: You will appreciate that the unions particularly are asking for urgent action on this issue, and are hoping for some news to that end from you soon. As a result of the pandemic, we know that schools, staff and pupils have been under huge pressures and stresses. A recent report by the National Academy for School Leadership in Wales highlights how the pandemic has affected the well-being of educators, particularly school leaders. Their well-being has been affected because of increased workload, accountability measures, staffing and personnel matters, inspection issues, and also, of course, funding and budget management. So, there's been a huge burden on them. So, can you outline what steps you will take to ensure the well-being of our school leaders, and how will the Government respond to the pressures across a range of different areas as a result of the increased workload in terms of inspections and budget management?
Welsh: Mi fyddwch chi'n gwerthfawrogi bod yr undebau yn benodol yn gofyn am weithredu brys ar y mater yma, ac yn gobeithio am newyddion i'r perwyl yna gennych chi yn fuan. O ganlyniad i'r pandemig, rydym ni'n gwybod bod ysgolion, staff a disgyblion wedi bod o dan bwysau anferth. Mae yna adroddiad diweddar gan yr Academi Genedlaethol ar gyfer Arweinyddiaeth Addysgol Cymru sy'n tynnu sylw at sut mae'r pandemig wedi effeithio ar les addysgwyr, yn enwedig ar yr arweinwyr yn yr ysgolion - eu lles nhw'n cael ei effeithio gan lwyth gwaith, mesurau atebolrwydd, y broses arolygu, materion staffio a phersonél, a hefyd, wrth gwrs, ariannu a rheoli cyllidebau. Mae yna faich gwaith aruthrol ar eu hysgwyddau nhw. Felly, a fedrwch chi amlinellu pa gamau byddwch chi'n eu cymryd i sicrhau lles arweinwyr ein hysgolion ni, a sut mae'r Llywodraeth yn mynd i fod yn ymateb i'r pwysau sy'n cael ei achosi ar draws ystod o feysydd o ganlyniad i lwyth gwaith arolygiadau a rheoli cyllidebau?
English: Our national mission sets out our commitment to the success and well-being of all learners. Education other than at school is an integrated part of the continuum of education. EOTAS is education provision for children and young people who, for whatever reason, require tailored support away from mainstream schools.
Welsh: Mae ein cenhadaeth genedlaethol yn nodi ein hymrwymiad i lwyddiant a llesiant pob dysgwr. Mae addysg heblaw yn yr ysgol yn rhan integredig o'r continwwm addysg. Mae addysg heblaw yn yr ysgol yn ddarpariaeth addysg i blant a phobl ifanc sydd, am ba reswm bynnag, angen cymorth wedi'i deilwra y tu allan i ysgolion prif ffrwd.
English: Minister, thank you for that answer. It's two issues that come to mind, raised by Welsh residents who want to access learning but can't. One resident in Alyn and Deeside sought to do a postgraduate education qualification at Cheshire East college, an institution where learners from other parts of the United Kingdom can get funding to attend, but, unfortunately, we do not recognise the course, and, despite it being on her doorstep, she could therefore not attend. Minister, you will also be aware of concerns raised through a Senedd petition - and, Llywydd, I want to be clear here that I'm not speaking on behalf of the committee; I'm speaking as a Member of the Senedd. But that petition raised that postgraduate funding only extends to traditional universities, excluding students who choose science, technology, engineering, mathematics or medicine Master's through alternative providers. Minister, do you agree with me that the best institution is often the one the learner can access, and we should not seek to place barriers in the way of people attending qualifications?
Welsh: Weinidog, diolch ichi am eich ateb. Mae'n fy atgoffa o ddau fater a godwyd gan drigolion Cymru sydd eisiau cael mynediad at addysg ond na allant wneud hynny. Ceisiodd un preswylydd yn Alun a Glannau Dyfrdwy wneud cymhwyster addysg ôl-raddedig yng ngholeg Cheshire East, sefydliad lle gall dysgwyr o rannau eraill o'r Deyrnas Unedig gael cyllid i'w fynychu, ond yn anffodus, nid ydym yn cydnabod y cwrs, ac er ei fod ar garreg ei drws, ni allai fynychu'r cwrs oherwydd hynny. Weinidog, fe fyddwch hefyd yn ymwybodol o bryderon a godwyd drwy un o ddeisebau'r Senedd - ac rwyf eisiau ei gwneud yn glir yma nad wyf yn siarad ar ran y pwyllgor; rwy'n siarad fel Aelod o'r Senedd. Ond nododd y ddeiseb honno nad yw cyllid ôl-raddedig ond yn gymwys ar gyfer prifysgolion traddodiadol, gan eithrio myfyrwyr sy'n dewis gwneud gradd Meistr mewn gwyddoniaeth, technoleg, peirianneg, mathemateg neu feddygaeth drwy ddarparwyr amgen. Weinidog, a ydych yn cytuno â mi mai'r sefydliad gorau yn aml yw'r un y gall y dysgwr gael mynediad ato, ac na ddylem osod rhwystrau yn ffordd pobl sy'n ceisio cael cymwysterau?
English: I thank the Member of that question. As in all parts of the UK - . Each part of the UK has a regime through which education providers are qualified for support through the respective arrangements in each of the four nations, and the fact that one institution may qualify in one of the nations doesn't automatically mean that they satisfy the criteria in each of the four nations. They would need to submit applications for recognition in any nation where funding is sought. As the Member, I know, is aware, HEFCW is responsible for much of the process in relation to these questions. There is a need at the moment for alternative providers to apply for specific designation of their courses in order for Welsh students to be able to access student support. That is obviously in place in order to protect the public purse, but also to protect the interests of students, so that we are able to ensure that the providers are able to meet the relevant criteria in the interests of students themselves. Where any individual Welsh student is concerned about the status of a course in which they may have an interest, the first step, I would recommend, is to contact the course provider to check the student support that will be available before taking up that place. That will be the point at which any potential questions then can be raised.
Welsh: Diolch i'r Aelod am y cwestiwn hwnnw. Fel ym mhob rhan o'r DU - . Mae gan bob rhan o'r DU drefn lle mae darparwyr addysg yn gymwys i gael cymorth drwy'r trefniadau priodol ym mhob un o'r pedair gwlad, ac nid yw'r ffaith bod un sefydliad yn gallu bod yn gymwys yn un o'r gwledydd yn golygu'n awtomatig eu bod yn bodloni'r meini prawf ym mhob un o'r pedair gwlad. Byddai angen iddynt gyflwyno ceisiadau am gydnabyddiaeth mewn unrhyw wlad lle gwneir cais am gyllid. Fel y mae'r Aelod yn gwybod, CCAUC sy'n gyfrifol am lawer o'r broses mewn perthynas â'r cwestiynau hyn. Ar hyn o bryd, mae angen i ddarparwyr amgen wneud cais am ddynodiad penodol i'w cyrsiau er mwyn i fyfyrwyr o Gymru allu cael cymorth i fyfyrwyr. Pwrpas hynny wrth gwrs yw i ddiogelu'r pwrs cyhoeddus, ond i ddiogelu buddiannau myfyrwyr hefyd, fel y gallwn sicrhau bod y darparwyr yn gallu bodloni'r meini prawf perthnasol er budd y myfyrwyr eu hunain. Os oes unrhyw fyfyriwr unigol yng Nghymru yn pryderu am statws cwrs y gallent fod â diddordeb ynddo, byddwn yn argymell mai'r cam cyntaf yw cysylltu â darparwr y cwrs i wirio y bydd cymorth i fyfyrwyr ar gael cyn derbyn y lle hwnnw. Dyna'r adeg pan fydd modd gofyn unrhyw gwestiynau a allai godi.
English: I'd like to thank Mr Sargeant also for raising this question this afternoon. As you acknowledged, Minister, for some learners, traditional school learning settings aren't always the best for them. Many young people often thrive in non-traditional settings, which can see them move up the educational ladder at their own speed, and perhaps focus on specific areas of interest as well that suit them better, and, indeed, from my own experience, I was somebody who was home educated up until high-school age, and I know first-hand how well some non-traditional settings can work for some families. The outcome of which may be questionable in my instance here, but, certainly the experience of my family was of benefit. But, of course, many of the opportunities presented by non-traditional settings are underpinned by parental choice. So, Minister, how will you continue to support parents in being able to choose the right setting for their children to learn most effectively?
Welsh: Hoffwn ddiolch i Mr Sargeant hefyd am godi'r cwestiwn hwn y prynhawn yma. Fel y gwnaethoch ei gydnabod, Weinidog, i rai dysgwyr, nid dysgu traddodiadol mewn ysgolion yw'r dewis gorau iddynt bob amser. Mae llawer o bobl ifanc yn aml yn ffynnu mewn lleoliadau anhraddodiadol, sy'n eu galluogi i symud i fyny'r ysgol addysgol ar eu cyflymder eu hunain, a chanolbwyntio efallai ar feysydd diddordeb penodol sy'n fwy addas ar eu cyfer, ac yn wir, yn fy mhrofiad fy hun, roeddwn yn rhywun a addysgwyd gartref hyd at oedran ysgol uwchradd, a gwn o lygad y ffynnon pa mor dda y gall rhai lleoliadau anhraddodiadol weithio i rai teuluoedd. Efallai fod y canlyniad yn amheus yn fy achos i yma, ond yn sicr, roedd y profiad o fudd i fy nheulu. Ond wrth gwrs, mae llawer o'r cyfleoedd a gyflwynir gan leoliadau anhraddodiadol yn seiliedig ar ddewis rhieni. Felly, Weinidog, sut y byddwch yn parhau i gefnogi rhieni i allu dewis y lleoliad cywir i'w plant ddysgu yn y ffordd fwyaf effeithiol?