English: Can I think Vikki for that? I'm looking very much forward to the event tomorrow. What we know is that, after the quality of teaching, parental engagement in their child's education is the second biggest factor that reflects outcomes. So, we need fantastic teachers in front of our children, but we also need really supportive parents, grandparents and communities behind those children if they're going to make the most of their education opportunities. There is some excellent good practice. I think maybe it's even Janet Finch-Saunders's constituency or it may be Darren Miller's constituency - Ysgol Glan Gele Infant School. I think it's Darren's. This is one of the schools that Estyn has highlighted has excellent practice for using PDG in terms of parental engagement. That school has worked really hard in systematically targeting its PDG to address the problem of disengaged parents. This includes basic skills sessions for parents themselves, taking place in the new parent partnership provision. So, they've created an entire scheme that really, really targets this issue, and they use their PDG to support it. As a consequence, the school has seen greater parental involvement in their own children's learning as well as upskilling the parents themselves, which is a great thing, in their own numeracy and literacy skills. That's also had a huge impact on well-being for both those parents as well as their children. It's a really good example of great practice in how this resource is being funded. But we need to see more of those examples being developed and spread across Wales. With regard to assessment and performance measures, I'm hoping to make a statement, as I said to Llyr Huws Gruffydd, later on this terms that outlines the approach that we're asking. It's necessary to align ourselves as we prepare for the new curriculum, because assessment arrangements are going to have to change and we're going to have to go along with our new curriculum, but it's also clear to me that we need a more sophisticated way in which we can measure the individual performance of schools. Yes, we still need children to achieve in their formal examinations, but, actually, how we measure that needs to be much more sophisticated. At the moment, what we've got is a system that says, 'If you get a child a C in their GCSE - tick, you've been a success', but if you got a D, then you've failed that child. But, actually, if that child was barely coming to school and your school has worked really, really hard and has actually got that child engaging in activities and a suite of skills and experiences, we shouldn't write off that effort. Meanwhile, if a child came to you that should have got an A* and they've ended up with a C, we should not be congratulating the school system for that either, because they've not allowed that child to reach their full potential. We need a set of performance measures that focuses on the whole cohort, not just the C or D borderlines where we know some schools have focused, but on every single child in that school. Their performance and their achievements should matter and I'll be making a statement about that later on this term, about how we achieve that. It's perhaps not surprising but it's disappointing that much of the debate today has just been about free school meals and not about the LAC element of the PDG. If we're worried about the attainment gap for our poorer children, then, my goodness me, we need to be worried about the attainment gap for our children who are care experienced and who are looked after. My officials will be working very closely with the group that is chaired by David Melding. I'm hoping that David and I can meet up shortly to discuss how best we can use these resources to shift the dial for these children. It is not easy. It's complex. We have made good progress, but last summer we have seen a falling back because of that lack of resilience. I'm absolutely determined that these children's educational attainment is equally as important as every other child's in the system, and I'll be working cross-party, across the Chamber, to ensure that these resources that are being made available by a LAC PDG are used to best effect.
Welsh: A gaf i ddiolch i Vikki am hynny? Rwy'n edrych ymlaen yn fawr at y digwyddiad yfory. Yr hyn a wyddom yw mai ymgysylltiad y rhieni yn addysg eu plentyn, ar ôl ansawdd yr addysgu, yw'r ail ffactor mwyaf o ran adlewyrchu'r canlyniadau. Felly, mae angen athrawon gwych ar ein plant, ond mae angen rhieni, neiniau a theidiau a chymunedau cefnogol iawn arnom hefyd, y tu ôl i'r plant hynny, os ydyn nhw'n mynd i wneud y mwyaf o'u cyfleoedd addysg. Mae yna rywfaint o arfer da ardderchog. Rwy'n credu efallai mai yn etholaeth Janet Finch-Saunders hyd yn oed neu efallai yn etholaeth Darren Miller - Ysgol Fabanod Glan Gele. Rwy'n credu mai yn etholaeth Darren. Mae hon yn un o'r ysgolion y mae Estyn wedi nodi bod ganddi arfer rhagorol o ran defnyddio'r PDG i ymgysylltu â rhieni. Mae'r ysgol honno wedi gweithio'n galed iawn i dargedu ei PDG yn systematig i fynd i'r afael â'r broblem o ymddieithrio gan rieni. Mae hyn yn cynnwys sesiynau sgiliau sylfaenol ar gyfer y rhieni eu hunain, sy'n digwydd yn y ddarpariaeth partneriaeth rhieni newydd. Felly, maen nhw wedi creu cynllun cyfan sydd mewn gwirionedd yn targedu'r mater hwn, ac maen nhw'n defnyddio eu PDG i'w gefnogi. O ganlyniad, mae'r ysgol wedi gweld mwy o rieni yn gwneud eu rhan i addysgu eu plant yn ogystal â gwella sgiliau'r rhieni eu hunain, sy'n beth gwych, o ran eu sgiliau llythrennedd a rhifedd eu hunain. Mae hynny hefyd wedi cael effaith aruthrol ar lesiant y rhieni hynny yn ogystal â'u plant. Mae'n enghraifft dda iawn o arfer da yn y modd y caiff yr adnodd hwn ei gyllido. Ond mae angen inni weld mwy o'r enghreifftiau hynny yn cael eu datblygu a'u lledaenu ledled Cymru. O ran asesu a mesurau perfformiad, rwy'n gobeithio gwneud datganiad, fel y dywedais wrth Llŷr Huws Gruffydd, yn nes ymlaen yn y tymor hwn sy'n amlinellu'r dull gweithredu yr ydym ni'n gofyn amdano. Mae angen inni gytuno a chefnogi'r gwaith o baratoi ar gyfer y cwricwlwm newydd, oherwydd mae'r trefniadau asesu yn mynd i orfod newid ac rydym yn mynd i orfod cyd-fynd â'n cwricwlwm newydd. Ond mae hefyd yn glir i mi bod angen inni gael ffordd fwy soffistigedig o fesur perfformiad unigol ysgolion. Oes, mae angen i blant lwyddo yn eu harholiadau ffurfiol, ond, mewn gwirionedd, mae angen i'r modd yr ydym ni'n mesur hynny fod yn llawer mwy soffistigedig. Ar hyn o bryd, yr hyn sydd gennym ni yw system sy'n dweud, 'Os yw plentyn wedi llwyddo i gael gradd C yn ei TGAU - tic, rydych chi wedi bod yn llwyddiannus, ond os yw plentyn yn cael gradd D, yna nid ydych wedi llwyddo gyda'r plentyn hwnnw. Ond, mewn gwirionedd, os oedd y plentyn hwnnw braidd byth yn dod i'r ysgol a bod eich ysgol chi wedi gweithio'n galed iawn, iawn ac wedi cael y plentyn hwnnw i gymryd rhan mewn gweithgareddau a chyfres o sgiliau a phrofiadau, ni ddylid diystyru'r ymdrech honno. Yn y cyfamser, os oes gennych blentyn a ddylai fod wedi cael A* ond ei fod ond wedi llwyddo i gael gradd C, ni ddylem fod yn llongyfarch y system ysgol am hynny ychwaith, oherwydd nid yw wedi caniatáu i'r plentyn hwnnw gyrraedd ei botensial llawn. Mae angen cyfres o fesurau perfformiad arnom ni sy'n canolbwyntio ar y garfan gyfan, nid dim ond y disgyblion sydd ar y ffin rhwng C a D, y gwyddom fod rhai ysgolion wedi canolbwyntio arnyn nhw, ond mae angen canolbwyntio ar bob un plentyn yn yr ysgol honno. Dylai eu cyflawniadau a'u perfformiad fod yn bwysig a byddaf yn gwneud datganiad am hynny yn nes ymlaen y tymor hwn, ynghylch sut yr ydym yn bwriadu cyflawni hynny. Efallai nad yw'n syndod, ond mae'n siomedig bod llawer o'r ddadl heddiw wedi trafod prydau ysgol am ddim yn unig ac ni chawsom drafodaeth ar yr elfen o'r PDG sy'n ymwneud â phlant sy'n derbyn gofal. Os ydym yn poeni am y bwlch cyrhaeddiad ar gyfer ein plant tlotaf, yna bobol bach, mae angen inni fod yn poeni am y bwlch cyrhaeddiad ar gyfer y plant sydd wedi cael profiad o dderbyn gofal ac sydd yn derbyn gofal. Bydd fy swyddogion yn cydweithio'n agos iawn gyda'r grŵp y mae David Melding yn ei gadeirio. Rwy'n gobeithio y gall David a minnau gyfarfod cyn hir i drafod sut orau y gallwn ni ddefnyddio'r adnoddau hyn i newid sefyllfa'r plant hyn. Nid yw'n hawdd. Mae'n gymhleth. Rydym ni wedi gwneud cynnydd da, ond yr haf diwethaf rydym wedi gweld dirywiad eto oherwydd y diffyg cydnerthedd hwnnw. Rwy'n gwbl benderfynol bod cyrhaeddiad addysgol y plant hyn yr un mor bwysig â phob plentyn arall yn y system, a byddaf yn gweithio'n draws-bleidiol, ar draws y Siambr, i sicrhau bod yr adnoddau hyn sydd ar gael drwy'r PDG i blant sy'n derbyn gofal yn cael eu defnyddio yn y ffordd orau.