English: Diolch. Thank you for your statement. Of course, the things that David Melding cites as being very good for looked-after children - pastoral care, good tracking of pupils' progress, and listening schools - are things that we need for all our pupils. Obviously, one of the issues is how we tackle coasting schools, which aren't facing the challenges that teaching in difficult areas are facing. So, I wondered what emphasis is going to be given to the value added by schools as we track how well pupils do from entry until they leave the school. One of the points I think that you have raised around the workforce and the leadership strategy that's required to ensure that the Welsh education system is ready for the Donaldson curriculum reforms, is to ensure that everybody is onside. I chaired a policy forum on Donaldson a few months ago and I was somewhat surprised that there was a lack of questions and enthusiasm for learning from best practice across the OECD or from particular schools or areas of the country. How we get teachers rethinking what their role is, both using their own pedagogy as well as their imagination, to teach digital numeracy and literacy across the whole curriculum seems to me the biggest challenge. Otherwise, it simply isn't going to work, unless they feel enthusiastic about it. So, I look forward to hearing a little bit more about that, and I just wondered what role clusters of schools play in enabling schools of similar size and numbers of free school meals to examine their own practice and look at the good practice of other schools in the cluster, and go and look at the one in the cluster that's got the best maths results in order to understand that and then adopt some of those practices in their own school. That seems to be one of the ways of being a slightly less threatening way of approaching schools that are having difficulty addressing their own improvement plans.
Welsh: Diolch. Diolch i chi am eich datganiad. Wrth gwrs, mae'r pethau y mae David Melding yn eu dyfynnu fel pethau da iawn ar gyfer plant sy'n derbyn gofal - gofal bugeiliol, olrhain da ar gynnydd disgyblion, ac ysgolion sy'n gwrando - yn bethau sydd eu hangen arnom ni ar gyfer ein holl ddisgyblion. Yn amlwg, un o'r materion yw sut yr ydym yn mynd i'r afael ag ysgolion sy'n hwylio mynd yn eu blaenau, nad ydynt yn wynebu'r heriau y mae addysgu mewn ardaloedd anodd yn eu hwynebu. Felly, rwy'n meddwl tybed pa bwyslais sy'n mynd i gael ei roi ar y gwerth a ychwanegir gan ysgolion wrth i ni olrhain pa mor dda y mae disgybl yn ei wneud o adeg cael ei dderbyn hyd nes iddo adael yr ysgol. Un o'r pwyntiau yr wyf yn meddwl eich bod wedi'i godi ynghylch y strategaeth arweinyddiaeth sydd ei hangen i sicrhau bod system addysg Cymru yn barod ar gyfer diwygiadau cwricwlwm Donaldson yw sicrhau bod pawb yn gytûn. Bûm yn cadeirio fforwm polisi ar Donaldson ychydig fisoedd yn ôl ac roeddwn yn synnu braidd fod diffyg cwestiynau a brwdfrydedd dros ddysgu o arfer gorau ar draws yr OECD neu gan ysgolion neu ardaloedd penodol o'r wlad. Ymddengys i mi mai'r her fwyaf yw sut mae cael athrawon i ailystyried beth yw eu swyddogaeth, drwy ddefnyddio eu haddysgeg eu hunain yn ogystal â'u dychymyg, i ddysgu rhifedd a llythrennedd digidol ar draws y cwricwlwm cyfan. Fel arall, nid yw'n mynd i weithio, oni bai eu bod yn teimlo'n frwdfrydig am y peth. Felly, edrychaf ymlaen at glywed ychydig mwy am hynny. Roeddwn yn meddwl tybed pa ran y mae clystyrau o ysgolion yn ei chwarae wrth alluogi ysgolion o faint tebyg a'r nifer tebyg o brydau ysgol am ddim i archwilio eu harferion eu hunain, a'u bod yn edrych ar arfer da mewn ysgolion eraill yn y clwstwr, ac yn edrych ar yr ysgol yn y clwstwr sy'n cael y canlyniadau mathemateg gorau er mwyn deall hynny, ac yna mabwysiadu rhai o'r arferion hynny yn eu hysgol eu hunain. Ymddengys bod hynny'n un o'r ffyrdd ychydig llai bygythiol o ymdrin ag ysgolion sy'n cael anhawster i fynd i'r afael â'u cynlluniau gwella eu hunain.