English: Thank you, Lynne, first of all for your kind words. I guess serving an apprenticeship before becoming a Minister for some 16 or 17 years on committees perhaps gives you a perspective that isn't always present, sometimes. By engaging with you and your committee, I think we have achieved more than if the Government had just tried to move along this path on its own. And can I say, a lot of that is down to you, to your personal commitment, which goes beyond simply a political commitment, to this agenda, and, of course, just that little bit of fear sometimes you put into me of the consequences of what might happen if we don't get things done. But that creative tension between the Senedd and the Government is something that we should look to enhance at all times, because it leads to better policy outcomes for the people of Wales. And, goodness me, for those of us who have been involved in this project since 1999, that's what we set out to achieve, and I'd like to think that's what we have done in our relationship, Lynne, over these last five years. You were absolutely right to talk about the secondary sector. You will be aware of the thematic work that's already been done by Estyn that talks about the differentiation, often, between the primary and the secondary sector, and the need to ensure that our secondary practitioners are well acquainted with, if nothing else, the simple biological changes that our young people go through during adolescence and how we need to be mindful of that in our approaches in the secondary school system. And I, certainly, sitting on the task and finish group, learned a lot and, indeed, have adjusted my own parenting style at home with that deeper understanding. Of course, the pressures on secondary schools are sometimes not of their making but they're of Government's making. And that's why it's really important that we not only change our curriculum, that we not only have a learning inspectorate and a different approach to inspections, but we as a Government need to change the way in which we hold schools accountable for their performance. In the past, we have held schools accountable for their performance - because they need to be held accountable, there is no getting away from that, the job that they do is too important not to be held accountable - but they've been held accountable on such a narrow, narrow set of measures. And, as important as those measures are, surely if COVID has taught us nothing else, it's that school is a much wider and a much bigger piece of children's lives than just the narrowness by which we've held schools to account. So, it's also about changing our accountability regimes as a Government as well in terms of what success looks like in a secondary school and what does good practice look like in a secondary school, and, clearly, ensuring that the whole-school approach is embedded in approaches in secondary school will be really important, going forward. And can I just reassure people that, sometimes, there is a false and artificial argument put up that you can either have well-being excellence or you can have academic excellence. Oh, goodness me, it's so not the case. What all the studies show is that if you have good well-being in school, for both pupils and faculty, actually that leads to greater educational attainment. So, this isn't an either/or or a 'nice to have'; this is an absolutely essential building block for driving forward greater levels of educational attainment for all of our children.
Welsh: Diolch, Lynne, yn gyntaf oll am eich geiriau caredig. Rwy'n dyfalu bod bwrw prentisiaeth cyn dod yn Weinidog am ryw 16 neu 17 mlynedd ar bwyllgorau efallai'n rhoi persbectif i chi nad yw bob amser yn bresennol, weithiau. Drwy ymgysylltu â chi a'ch pwyllgor, rwy'n credu ein bod wedi cyflawni mwy na phe bai'r Llywodraeth wedi ceisio symud ar hyd y llwybr hwn ar ei phen ei hun yn unig. Ac a gaf i ddweud, i chi y mae llawer o'r diolch am hynny, eich ymrwymiad personol, sy'n mynd y tu hwnt i ymrwymiad gwleidyddol yn unig i'r agenda hon, ac, wrth gwrs, dim ond yr ychydig ofn yr oeddech yn peri i mi weithiau, ofn yr hyn a allai ddigwydd pe na baem ni'n cyflawni pethau. Ond mae'r tensiwn creadigol hwnnw rhwng y Senedd a'r Llywodraeth yn rhywbeth y dylem ni geisio ei wella bob amser, oherwydd mae'n arwain at well canlyniadau polisi i bobl Cymru. Ac wrth gwrs i'r rheini ohonom sydd wedi bod yn rhan o'r prosiect hwn ers 1999, dyna'r hyn yr oeddem ni'n bwriadu ei gyflawni, a hoffwn feddwl mai dyna'r hyn yr ydym ni wedi'i wneud yn ein perthynas, Lynne, dros y pum mlynedd diwethaf. Roeddech chi yn llygad eich lle wrth siarad am y sector uwchradd. Byddwch yn ymwybodol o'r gwaith thematig sydd eisoes wedi'i wneud gan Estyn sy'n sôn am y gwahaniaethu, yn aml, rhwng y sector cynradd a'r sector uwchradd, a'r angen i sicrhau bod ein hymarferwyr uwchradd yn gyfarwydd iawn â'r newidiadau biolegol syml y mae ein pobl ifanc yn mynd trwyddyn nhw yn ystod y glasoed a sut y mae angen inni gofio hynny yn ein dulliau gweithredu yn y system ysgolion uwchradd. Ac rwy'n sicr y gwnes i wrth eistedd ar y grŵp gorchwyl a gorffen, ddysgu llawer ac, yn wir, addasu fy arddull rhianta fy hun gartref gyda'r ddealltwriaeth ddyfnach honno. Wrth gwrs, weithiau nid yr ysgolion uwchradd eu hunain sy'n gyfrifol am y pwysau a roir arnyn nhw ond y Llywodraeth. A dyna pam y mae'n bwysig iawn ein bod nid yn unig yn newid ein cwricwlwm, bod gennym nid yn unig arolygiaeth ddysgu a dull gwahanol o arolygu, ond mae angen i ni fel Llywodraeth newid y ffordd yr ydym ni'n dwyn ysgolion i gyfrif am eu perfformiad. Yn y gorffennol, rydym ni wedi dwyn ysgolion i gyfrif am eu perfformiad - oherwydd mae angen gwneud hynny, nid oes dianc rhag hynny, mae'r gwaith y maen nhw yn ei wneud yn rhy bwysig iddyn nhw beidio â chael eu dwyn i gyfrif - ond maen nhw wedi'u dwyn i gyfrif ar set mor gul, gul o fesurau. Ac, er mor bwysig yw'r mesurau hynny, os nad yw COVID wedi dysgu dim byd arall i ni, mae wedi dangos bod ysgol yn rhan lawer ehangach a llawer mwy o fywydau plant na dim ond y culni yr ydym ni wedi dwyn ysgolion i gyfrif yn ei gylch. Felly, mae hefyd yn ymwneud â newid ein cyfundrefnau atebolrwydd fel Llywodraeth o ran sut ffurf sydd ar lwyddiant mewn ysgol uwchradd a sut ffurf sydd ar arfer da mewn ysgol uwchradd, ac, yn amlwg, bydd sicrhau bod y dull ysgol gyfan yn rhan annatod o ddulliau mewn ysgolion uwchradd yn bwysig iawn, wrth symud ymlaen. Ac a gaf i dawelu meddwl pobl drwy ddweud bod dadl ffug ac artiffisial, weithiau, yn cael ei chyflwyno sef y gallwch naill ai gael rhagoriaeth llesiant neu y gallwch gael rhagoriaeth academaidd. O mam bach, does dim byd pellach o'r gwir. Yr hyn y mae'r holl astudiaethau'n ei ddangos yw, os oes gennych lesiant da yn yr ysgol, ar gyfer disgyblion a chyfadran, mae hynny mewn gwirionedd yn arwain at fwy o gyrhaeddiad addysgol. Felly, nid yw hwn yn fater o 'naill ai/neu' na 'neis i'w gael'; mae hwn yn floc adeiladu hollol hanfodol ar gyfer hyrwyddo lefelau uwch o gyrhaeddiad addysgol i'n holl blant.