English: Can I thank Jenny Rathbone for those detailed questions? With regard to pupil tracking, we need to make sure that that is happening consistently right the way across our country. True success in the education system will be by ensuring that all our children reach their potential, and we have to acknowledge that each child's potential is different. Some of the ways in which, perhaps, we've judged performance before have not really taken into consideration individual tracking, so we'll be wanting to make sure that that is happening consistently. We want to ensure that teacher evaluation of students' work is more consistent and truly reflective of the standard of that work. We'll be looking to do what we can to make, for instance, the testing system more robust and more responsible by looking to introduce, if I can, online adaptive tests which actually then allow children who are more able and talented to be pushed further, to push them to see exactly where they are in the system, to be able to put more challenging tests for them rather than the standard tests that all children sit. So, there are ways in which we can do that. With coasting schools that's part of the danger, and we need to make sure that those schools that are already achieving what we would want them to be achieving are pushed to develop stronger. But I'm looking at how we can create a system of assessment and a system of accountability for our schools, and those are two different concepts, assessment and accountability. How can we do that in a way that gives us education that we know is doing good, rather than just looking good? That's why we need a smart way in which we can look at assessment and accountability. Clusters are crucial to the idea of school-to-school working in a self-improving system. We talked earlier about federation; those are very hard and fast collaborations and partnerships, but in some areas clustering, and a more informal approach to sharing good practice, is perhaps more appropriate, and we really need to make sure that schools are working together in that way. As I said in my answers to David Melding, it is by seeing excellence, being able to reflect on that in your own practice, and taking it back to your own institutions that we will drive out the inconsistencies in our systems. There is excellent education going on in Wales, but it is not excellent all the time in all places. It can vary within a school, it can vary within a catchment, it can vary within a city, and it certainly can vary within a local education authority. It is that inconsistency across the piece that we need to focus on and drive out of the system.
Welsh: A gaf i ddiolch i Jenny Rathbone am y cwestiynau manwl yna? O ran olrhain disgyblion, mae angen i ni wneud yn siŵr bod hynny'n digwydd yn gyson ar draws ein gwlad. Ceir gwir lwyddiant yn y system addysg trwy sicrhau bod ein holl blant yn cyrraedd eu potensial, ac mae'n rhaid i ni gydnabod bod potensial pob plentyn yn wahanol. Nid yw rhai o'r ffyrdd yr ydym, o bosibl, wedi barnu perfformiad o'r blaen wedi ystyried olrhain disgyblion unigol mewn gwirionedd. Felly byddwn yn dymuno gwneud yn siŵr bod hynny'n digwydd yn gyson. Rydym am sicrhau bod gwerthuso gwaith disgyblion gan athrawon yn digwydd yn fwy cyson ac yn adlewyrchu safon y gwaith hwnnw. Byddwn yn ceisio gwneud popeth o fewn ein gallu i wneud y system brofi, er enghraifft, yn fwy cadarn ac yn fwy cyfrifol drwy gyflwyno, os gallaf, brofion addasol ar-lein sydd mewn gwirionedd wedyn yn caniatáu i blant sy'n fwy galluog a thalentog gael eu gwthio ymhellach, eu gwthio nhw i weld yn union ble y maent yn y system, er mwyn gallu rhoi profion mwy heriol iddynt yn hytrach na'r profion safonol y mae pob plentyn yn eu sefyll. Felly, mae ffyrdd y gallwn ni wneud hynny. Yn achos ysgolion sy'n hwylio mynd yn eu blaenau, mae hynny'n rhan o'r perygl, ac mae angen i ni wneud yn siŵr bod yr ysgolion hynny sydd eisoes yn cyflawni'r hyn y byddem yn dymuno iddynt ei gyflawni yn cael eu gwthio i ddatblygu'n gryfach. Ond rwy'n edrych ar sut y gallwn greu system o asesu a system o atebolrwydd ar gyfer ein hysgolion, ac mae'r rheini'n ddau gysyniad gwahanol, asesu ac atebolrwydd. Sut gallwn ni wneud hynny mewn ffordd sy'n rhoi addysg i ni y gwyddom sy'n gwneud daioni, yn hytrach na dim ond edrych yn dda? Dyna pam mae angen ffordd gall arnom i edrych ar asesiad ac atebolrwydd. Mae clystyrau yn hanfodol i'r syniad o gydweithio rhwng ysgolion mewn system hunanwella. Buom yn siarad yn gynharach am ffederasiwn; mae'r rheini yn gydweithrediadau ac yn bartneriaethau pendant iawn, ond mewn rhai ardaloedd mae clystyru, a dull mwy anffurfiol o rannu arferion da, o bosibl yn fwy priodol, ac mae'n rhaid i ni wneud yn siŵr bod ysgolion yn gweithio gyda'i gilydd yn y ffordd honno. Fel y dywedais yn fy atebion i David Melding, drwy weld rhagoriaeth, myfyrio ar hynny yn eich arferion eich hun, a mynd ag ef yn ôl at eich sefydliadau eich hun, y byddwn yn cael gwared ar yr anghysondebau o'n systemau. Mae addysg ragorol yn digwydd yng Nghymru, ond nid yw'n rhagorol drwy'r amser ym mhob man. Gall amrywio o fewn ysgol, gall amrywio o fewn dalgylch, gall amrywio o fewn dinas, ac yn sicr gall amrywio o fewn awdurdod addysg lleol. Yr anghysondeb hwnnw yn gyffredinol sydd angen i ni ganolbwyntio arno a'i yrru allan o'r system.