English: Thank you very much, Deputy Presiding Officer. I would like to thank Meilyr Rowlands, the chief inspector of education and training in Wales for his 2019-20 annual report, and for the work Estyn has been taking forward at this particularly challenging time. As you all know, in March, Estyn had to halt their normal inspection activity, as they rightly turned their attention to the COVID pandemic. The report provides an important initial account of the education and training sector's response up until August 2020. In doing so, it helps us to understand the initial impacts of coronavirus on education. I'm pleased that the report recognises the tremendous efforts of all school staff, pupils and families in ensuring that learning has continued this year. This is testament to the hard work, dedication and commitment of everyone involved, and reflects the shared commitment to supporting learners across Wales. It was heartening to read that, during the lockdown period, schools and other education and training providers prioritised the safety and well-being of learners, and particularly our most vulnerable learners. We took a cross-Government approach to ensuring children were safeguarded and that vulnerable children and young people had the support that they needed. I have been immensely impressed with the response in Wales in helping to deliver IT equipment for pupils and schools. However, it is right for the report to highlight that a minority of our learners were disadvantaged during this period by the lack of access to suitable equipment. The Education Policy Institute in its comparison of UK nations was absolutely clear that Wales had led the way in providing IT equipment for learners. So far, we have provided 120,000 devices for schools with a further 35,000 devices being delivered in the coming weeks. However, we recognise that we must still go further and I will continue to work with the finance Minister to ensure that we provide funding when that funding is needed to ensure that every learner has the device that they need. The annual report also highlights that there was variation in the knowledge and experience of individual schools and staff with digital technology before lockdown. However, it is positive how this prolonged period of using digital technology has meant that many learners and teachers have greatly improved their digital skills. I was particularly pleased that the report highlighted some of the advantages that we do have in Wales in dealing with the crisis thanks to our well-established national digital platform Hwb. The report notes the complex challenges of the pandemic that have required leaders and staff across education and training to make decisions in difficult circumstances and to work in new ways. But they have risen to the challenge, and there has been an increased appreciation of their work and of the importance of pupils attending school. As the report highlights, it's not surprising that the additional challenges have placed pressure on head teachers and senior leaders to prioritise and make rapid decisions with limited time to consider options in depth, sometimes affecting their well-being. That is why we have grant funded Education Support, the UK school staff well-being charity, to undertake a bespoke package of support for the school workforce in Wales at this time. I recognise, as does the report, that this has been an anxious time for older students, as they have faced uncertainty about examinations and completing their studies without the usual end-of-course assessments. We made an early decision to cancel the 2021 summer exams and put in place alternative assessment arrangements for this reason, to ensure fairness for learners and to maximise the teaching and learning time available to support progression. As the COVID-19 situation continues to unfold, our approach to qualifications and assessment will remain responsive and will prioritise supporting learner well-being and progression. I want now to briefly turn to some of the findings from inspections mentioned in the report. This in effect reflects the baseline performance of our education system going into the pandemic. The evidence shows a similar pattern of improvement to recent years and I'm pleased that standards, provision and leadership are good across many post-16 providers too. And whilst it is pleasing that standards in primary schools remain high, we know that we have to continue to support our secondary schools in the drive for their improvement, and this will remain a priority as we move to the recover phase from the pandemic. Looking forward, it is no surprise that there are considerable challenges that remain for our education system. For example, initial evidence from the autumn term suggests that many pupils may have regressed in their literacy and numeracy skills. Alongside digital competence, literacy and numeracy are the skills that form the foundation of all learning and enable learners to access the breadth of the whole curriculum. I therefore agree wholeheartedly with the chief inspector's comments that helping learners, particularly the vulnerable and disadvantaged, to catch up is a major task for the education system now and for the future. During the crisis it has become clear that many learners have not progressed as much as they might have expected to. In response, the Welsh Government has provided a range of additional funding to boost support for learners at crucial stages in their education, including £29 million for schools to recruit, recover and raise standards. We set a goal of 900 extra full-time equivalent staff and we have surpassed that, and each is playing a crucial role in school operations this term. I am encouraged by the chief inspector's comments that a greater focus on learners' wellbeing, resilience and independence, more experience of digital learning, and closer communications with families can put schools in a better place to prepare for the Curriculum for Wales, and also that many schools have begun to try to adapt their approaches to teaching and learning to reflect the new curriculum. Members, this is the last annual report by Meilyr Rowlands as chief inspector. Meilyr joined Estyn at the start of Wales having our own democracy, and he has been a key figure in shaping our education system over the last 20 years. Personally, I have appreciated his thoughtful counsel and his commitment to the place and role of schools within communities, and to raising standards for all, which are again evident in this report. I'm sure that other Members will have their own tributes. Diolch, Meilyr. Diolch o galon. In conclusion, for all the challenges and issues that the Welsh education system has inevitably faced throughout this pandemic, and which Estyn's report rightly describes, we can also take pride in some of the positive ways our education system has responded. Thank you, Deputy Presiding Officer.
Welsh: Diolch yn fawr iawn, Dirprwy Lywydd. Hoffwn i ddiolch i Meilyr Rowlands, y prif arolygydd addysg a hyfforddiant yng Nghymru am ei adroddiad blynyddol ar gyfer 2019-20, ac am y gwaith y mae Estyn wedi bod yn ei wneud ar yr adeg arbennig o heriol hon. Fel y gwyddoch chi i gyd, ym mis Mawrth, bu'n rhaid i Estyn atal eu gweithgarwch arolygu arferol, gan eu bod, wedi troi eu sylw, yn briodol, at bandemig COVID. Mae'r adroddiad yn rhoi disgrifiad cychwynnol pwysig o ymateb y sector addysg a hyfforddiant hyd at fis Awst 2020. Wrth wneud hynny, mae'n ein helpu ni i ddeall effeithiau cychwynnol coronafeirws ar addysg. Rwy'n falch bod yr adroddiad yn cydnabod ymdrechion aruthrol holl staff, disgyblion a theuluoedd yr ysgol i sicrhau bod y dysgu wedi parhau eleni. Mae hyn yn dyst i waith caled, ymroddiad ac ymrwymiad pawb sy'n gysylltiedig, ac mae'n adlewyrchu'r ymrwymiad cyffredin i gefnogi dysgwyr ledled Cymru. Roedd yn galonogol darllen bod ysgolion a darparwyr addysg a hyfforddiant eraill, yn ystod cyfnod y cyfyngiadau symud, wedi blaenoriaethu diogelwch a lles dysgwyr, ac yn enwedig ein dysgwyr mwyaf agored i niwed. Aethom ni ati ar draws y Llywodraeth i sicrhau bod plant yn cael eu diogelu a bod plant a phobl ifanc sy'n agored i niwed yn cael y cymorth yr oedd ei angen arnyn nhw. Mae'r ymateb yng Nghymru i helpu i ddarparu offer TG i ddisgyblion ac ysgolion wedi creu argraff fawr arnaf i. Fodd bynnag, mae'n iawn i'r adroddiad dynnu sylw at y ffaith bod lleiafrif o'n dysgwyr dan anfantais yn ystod y cyfnod hwn oherwydd nad oedd ganddynt y gallu i ddefnyddio offer addas. Roedd y Sefydliad Polisi Addysg yn ei gymhariaeth o wledydd y DU yn gwbl glir bod Cymru wedi arwain y ffordd o ran darparu offer TG i ddysgwyr. Hyd yn hyn, rydym ni wedi darparu 120,000 o ddyfeisiau ar gyfer ysgolion a bydd 35,000 o ddyfeisiau eraill yn cael eu dosbarthu yn ystod yr wythnosau nesaf. Fodd bynnag, rydym ni'n cydnabod bod yn rhaid i ni fynd ymhellach o hyd a byddaf i'n parhau i weithio gyda'r Gweinidog Cyllid i sicrhau ein bod ni'n darparu cyllid pan fydd angen y cyllid hwnnw i sicrhau bod gan bob dysgwr y ddyfais y mae ei hangen arnyn nhw. Mae'r adroddiad blynyddol hefyd yn tynnu sylw at y ffaith bod gwybodaeth a phrofiad ysgolion a staff unigol â thechnoleg ddigidol wedi amrywio cyn y cyfyngiadau symud. Fodd bynnag, mae'n gadarnhaol sut mae'r cyfnod hir hwn o ddefnyddio technoleg ddigidol wedi golygu bod llawer o ddysgwyr ac athrawon wedi gwella eu sgiliau digidol yn fawr. Roeddwn i'n arbennig o falch bod yr adroddiad wedi tynnu sylw at rai o'r manteision sydd gennym ni yng Nghymru wrth fynd i'r afael â'r argyfwng diolch i'n platfform digidol cenedlaethol sefydledig Hwb. Mae'r adroddiad yn nodi heriau cymhleth y pandemig sydd wedi'i gwneud yn ofynnol i arweinwyr a staff ledled addysg a hyfforddiant wneud penderfyniadau o dan amgylchiadau anodd a gweithio mewn ffyrdd newydd. Ond maen nhw wedi ymateb i'r her, ac mae mwy o werthfawrogiad o'u gwaith a phwysigrwydd disgyblion yn mynychu'r ysgol wedi bod. Fel y mae'r adroddiad yn ei amlygu, nid yw'n syndod bod yr heriau ychwanegol wedi rhoi pwysau ar benaethiaid ac uwch arweinwyr i flaenoriaethu a gwneud penderfyniadau cyflym gydag amser cyfyngedig i ystyried opsiynau'n fanwl, gan effeithio weithiau ar eu lles. Dyna pam yr ydym ni wedi cyllido gydag arian grant, Cymorth Addysg, elusen llesiant staff ysgolion y DU, i ymgymryd â phecyn cymorth pwrpasol i'r gweithlu ysgolion yng Nghymru ar hyn o bryd. Rwy'n cydnabod, fel y mae'r adroddiad, fod hwn wedi bod yn gyfnod pryderus i fyfyrwyr hŷn, gan eu bod wedi wynebu ansicrwydd ynghylch arholiadau a chwblhau eu hastudiaethau heb yr asesiadau diwedd cwrs arferol. Gwnaethom ni benderfyniad cynnar i ganslo arholiadau haf 2021 a sefydlu trefniadau asesu eraill am y rheswm hwn, er mwyn sicrhau tegwch i ddysgwyr a gwneud y mwyaf o'r amser addysgu a dysgu sydd ar gael i gefnogi cynnydd. Wrth i sefyllfa COVID-19 barhau i ddatblygu, bydd ein dull o ymdrin â chymwysterau ac asesu yn parhau i fod yn ymatebol a bydd yn rhoi blaenoriaeth i gefnogi lles a chynnydd dysgwyr. Hoffwn i droi'n fyr nawr at rai o ganlyniadau'r arolygiadau sydd wedi'u crybwyll yn yr adroddiad. Mae hyn i bob pwrpas yn adlewyrchu perfformiad sylfaenol ein system addysg wrth fynd i mewn i'r pandemig. Mae'r dystiolaeth yn dangos patrwm tebyg o welliant i'r blynyddoedd diwethaf ac rwy'n falch bod safonau, darpariaeth ac arweinyddiaeth ar draws llawer o ddarparwyr ôl-16 hefyd. Ac er ei bod yn braf bod safonau mewn ysgolion cynradd yn parhau i fod yn uchel, rydym ni'n ymwybodol bod yn rhaid i ni barhau i gefnogi ein hysgolion uwchradd yn yr ymdrech i'w gwella, a bydd hyn yn parhau i fod yn flaenoriaeth wrth i ni symud i'r cyfnod adfer o'r pandemig. Wrth edrych i'r dyfodol, nid yw'n syndod bod heriau sylweddol yn parhau i'n system addysg. Er enghraifft, mae tystiolaeth gychwynnol o dymor yr hydref yn awgrymu y gallai llawer o ddisgyblion fod wedi cymryd cam yn ôl yn eu sgiliau llythrennedd a rhifedd. Ochr yn ochr â chymhwysedd digidol, llythrennedd a rhifedd yw'r sgiliau sy'n ffurfio sylfaen yr holl ddysgu ac sy'n galluogi dysgwyr i fanteisio ar ehangder y cwricwlwm cyfan. Rwyf i'n cytuno'n llwyr felly â sylwadau'r prif arolygydd fod helpu dysgwyr, yn enwedig y rhai sy'n agored i niwed ac yn ddifreintiedig, i ddal i fyny yn dasg fawr i'r system addysg nawr ac i'r dyfodol. Yn ystod yr argyfwng, daeth yn amlwg nad yw llawer o ddysgwyr wedi symud ymlaen gymaint ag y bydden nhw wedi disgwyl. Mewn ymateb, mae Llywodraeth Cymru wedi darparu amrywiaeth o gyllid ychwanegol i roi hwb i gymorth i ddysgwyr ar adegau tyngedfennol yn eu haddysg, gan gynnwys £29 miliwn i ysgolion recriwtio, adfer a chodi safonau. Rydym ni wedi gosod nod o 900 o staff cyfwerth ag amser llawn ychwanegol ac rydym ni wedi rhagori ar hynny, ac mae pob un yn chwarae rhan hollbwysig yng ngweithrediadau ysgolion y tymor hwn. Rwyf i wedi fy nghalonogi gan sylwadau'r prif arolygydd y gall mwy o ganolbwyntio ar les, cadernid ac annibyniaeth dysgwyr, mwy o brofiad o ddysgu digidol, a chyfathrebu agosach â theuluoedd roi ysgolion mewn gwell lle i baratoi ar gyfer Cwricwlwm Cymru, a hefyd bod llawer o ysgolion wedi dechrau ceisio addasu eu dulliau o addysgu a dysgu i adlewyrchu'r cwricwlwm newydd. Aelodau, dyma'r adroddiad blynyddol olaf gan Meilyr Rowlands fel prif arolygydd. Ymunodd Meilyr ag Estyn ar ddechrau democratiaeth Cymru ein hunain, ac mae ef wedi bod yn ffigwr allweddol wrth lunio ein system addysg yn ystod yr 20 mlynedd diwethaf. Yn bersonol, rwyf i wedi gwerthfawrogi ei gyngor meddylgar a'i ymrwymiad i le a swyddogaeth ysgolion o fewn cymunedau, ac i godi safonau i bawb, sydd unwaith eto'n amlwg yn yr adroddiad hwn. Rwy'n siŵr y bydd gan Aelodau eraill eu teyrngedau eu hunain. Diolch, Meilyr. Diolch o galon. I gloi, er yr holl heriau a'r materion y mae system addysg Cymru wedi'u hwynebu'n anochel drwy gydol y pandemig hwn, ac y mae adroddiad Estyn yn ei ddisgrifio'n briodol, gallwn ni hefyd ymfalchïo yn rhai o'r ffyrdd cadarnhaol y mae ein system addysg wedi ymateb. Diolch yn fawr, Dirprwy Lywydd.