English: Well, the report to which the Member refers was published following the statement that I made in the Senedd, I think, from memory - but somebody may correct me - back in March, and the speech that I then made to the Bevan Foundation in June, I believe, which sets out a full programme of interventions from early years to life-long learning to address some of the challenges that were confirmed to us in the report that he refers to. The curriculum has an important part to play in that. I think it will help us to meet the needs of disadvantaged and vulnerable learners, and that's been an important consideration in how it's been designed. Embedding that equity in schools is, obviously, critical, and I think that because the curriculum takes the learner where they find the learner, it enables us to provide bespoke learner journeys, if you like, which can better help us support the most disadvantaged pupils. But he will recall, perhaps, if he's had a chance to remind himself of that statement and that speech, the wide range of steps that we've been working on. Some of them are to support schools to employ the kind of teachers that they need to best develop strategies to help those pupils that need most support. Some of it is around peer-to-peer support for school leaders. I'm about to announce some initiatives in that area. Some of it is about quite challenging discussions that we need to have around how we approach setting in schools. So, we're going to undertake a piece of research on that. That happens quite extensively in Wales. I think we need a discussion about whether that is the right approach in all circumstances. Some of it is about interventions around literacy and reading, which he will know, from reading that report, have been a particular challenge over the course of the last two years of COVID, for example. And, on the point I was making at the very start in relation to the effective use of school-based funding where that targets deprivation - so, in Wales, that's the pupil development fund - we are working with Bangor University at the moment to understand what works effectively, where it works effectively, and for the outcome of that review to be available to all heads so they can best use that funding. But there's a wide range of steps that are already under way. I will be reporting to the Senedd with an update on that, I think in the new year. But the crucial thing is I think no one intervention is going to be able to address the issue; it's a range of interventions. And I would also say - and I think I'm right in saying the report acknowledged this - deprivation in society is not something that a school can entirely mitigate on its own. That's part of a broader strategy, but there is work that schools can do, and that work is part of that broader plan. It's under way and, as I say, I'd be very happy to give a more detailed update on that work in the new year.
Welsh: Wel, cyhoeddwyd yr adroddiad y cyfeiria'r Aelod ato yn dilyn y datganiad a wneuthum yn y Senedd, os cofiaf yn iawn - ond gallwch fy nghywiro - yn ôl ym mis Mawrth, a'r araith a wneuthum wedyn i Sefydliad Bevan ym mis Mehefin, rwy'n credu, sy'n nodi rhaglen lawn o ymyriadau o'r blynyddoedd cynnar i ddysgu gydol oes i fynd i'r afael â rhai o'r heriau a gadarnhawyd i ni yn yr adroddiad y cyfeiria ato. Mae gan y cwricwlwm ran bwysig i'w chwarae yn hynny. Rwy'n credu y bydd yn ein helpu i ddiwallu anghenion dysgwyr difreintiedig a bregus, ac mae honno wedi bod yn ystyriaeth bwysig yn y ffordd y cafodd ei lunio. Mae gwreiddio'r tegwch hwnnw mewn ysgolion yn allweddol wrth gwrs, ac oherwydd bod y cwricwlwm yn mynd â'r dysgwr lle dônt o hyd i'r dysgwr, mae'n ein galluogi i ddarparu llwybrau pwrpasol, os mynnwch chi, i ddysgwyr a all ein helpu i gefnogi'r disgyblion mwyaf difreintiedig yn well. Ond fe fydd yn cofio, efallai, os yw wedi cael cyfle i atgoffa ei hun ynglŷn â'r datganiad hwnnw a'r araith honno, yr ystod eang o gamau rydym wedi bod yn gweithio arnynt. Mae rhai ohonynt ar gyfer cefnogi ysgolion i gyflogi'r math o athrawon sydd eu hangen arnynt i ddatblygu strategaethau yn y ffordd orau i helpu'r disgyblion sydd angen fwyaf o gefnogaeth. Mae peth ohono'n ymwneud â chefnogaeth gan gymheiriaid i arweinwyr ysgolion. Rwyf ar fin cyhoeddi rhai cynlluniau yn y maes hwnnw. Mae peth ohono'n ymwneud â thrafodaethau eithaf heriol y mae angen inni eu cael ynglŷn â sut yr awn ati i setio mewn ysgolion. Felly, rydym yn mynd i wneud ymchwil ar hynny. Mae hynny'n digwydd yn eithaf helaeth yng Nghymru. Rwy'n credu bod angen trafodaeth i weld ai dyna'r dull cywir ym mhob amgylchiad. Mae peth ohono'n ymwneud ag ymyriadau llythrennedd a darllen y bydd yn gwybod o ddarllen yr adroddiad eu bod wedi bod yn her arbennig dros y ddwy flynedd ddiwethaf o COVID er enghraifft. Ac ar y pwynt roeddwn yn ei wneud ar y dechrau mewn perthynas â defnydd effeithiol o gyllid ysgolion sy'n targedu amddifadedd - felly, yng Nghymru, y gronfa datblygu disgyblion - rydym yn gweithio gyda Phrifysgol Bangor ar hyn o bryd i ddeall beth sy'n gweithio'n effeithiol, lle mae'n gweithio'n effeithiol, ac i ganlyniad yr adolygiad fod ar gael i bob pennaeth fel y gallant wneud y defnydd gorau o'r cyllid hwnnw. Ond ceir ystod eang o gamau sydd eisoes ar y gweill. Byddaf yn adrodd i'r Senedd gyda diweddariad ar hynny, yn y flwyddyn newydd rwy'n credu. Ond y peth hollbwysig yw fy mod o'r farn nad oes unrhyw ymyrraeth unigol yn mynd i allu mynd i'r afael â'r mater; mae'n galw am ystod o ymyriadau. A hoffwn ddweud hefyd - ac rwy'n credu fy mod yn iawn i ddweud bod yr adroddiad wedi cydnabod hyn - nid yw amddifadedd yn y gymdeithas yn rhywbeth y gall ysgol ei liniaru'n llwyr ar ei phen ei hun. Mae hynny'n rhan o strategaeth ehangach, ond mae yna waith y gall ysgolion ei wneud, ac mae'r gwaith hwnnw'n rhan o'r cynllun ehangach. Mae ar y gweill ac fel rwy'n dweud, byddaf yn falch iawn o roi diweddariad manylach ar y gwaith hwnnw yn y flwyddyn newydd.