English: This is a long-term piece of work and I want to ensure that our work in schools is replicated across other public services and across communities. This is why we have ensured strong links between our whole-school approach framework and the Together for Children and Young People NEST/NYTH framework, which complements our whole-school framework by strengthening the response of our partners and the whole system to the well-being of our children and young people. I also want to ensure our successful work in schools is extended across the whole education system. I've therefore identified further education as a priority for further action. Investment has been made to support the mental health and well-being of both staff and learners within the further education sector, with nearly £7 million allocated to support a range of tailored initiatives. Part of this investment has also been dedicated to the work-based learning and adult learning sectors. Funding is being used to support national, collaborative and institutional projects, which include staff training, peer mentoring and the employment of pastoral coaches and well-being officers, as well as providing counselling. Higher education also remains a priority. We all know the challenges students have faced since the start of the pandemic. Over the past year, we have allocated an additional £50 million through the Higher Education Funding Council for Wales to help universities address student hardship. This includes £10 million to provide increased support to students facing financial, emotional or mental health difficulties. Support for students in higher education is tailored to their needs, reflecting their status as independent adults and recognising the particular pressures they face around living independently, managing their own money and coping with the challenge of independent study. I want ambition to be at the heart of our work and, in thinking about the mental, physical and social well-being of our young people, it is therefore right that we consider how and when we learn. As such, we have committed, in the programme for government, to explore reform of the school day and the school year. We haven't had a serious conversation about the way we structure school time in Wales for decades. That's far too long. Going back to normal without first discussing it in the context of staff and learner well-being, tackling the impact of disadvantage on attainment and curriculum reform, would be a wasted opportunity. I'm leading work on the rhythm of the school day and year, and conversations with learners, with school staff, families, employers, unions and communities across the country over the coming weeks will underpin our wider work. Starting by talking to young people themselves, the school workforce and business representatives, followed by wider national engagement in the run up to Christmas, I will speak at first hand to those who can benefit most from reform and who can best help us shape our proposals. At the same time, we are reviewing UK and international evidence to identify new ways to provide learners with opportunities to learn new skills and engage in new activities. These opportunities can lead to improved emotional well-being and mental health, increased participation in physical activities, healthier eating habits, improved social skills, as well as increased levels of confidence, school readiness -
Welsh: Mae hwn yn ddarn hirdymor o waith ac rwyf am sicrhau bod ein gwaith mewn ysgolion yn cael ei ailadrodd ar draws gwasanaethau cyhoeddus eraill ac ar draws cymunedau. Dyna pam rydym ni wedi sicrhau cysylltiadau cryf rhwng ein fframwaith dull ysgol gyfan a fframwaith NEST/NYTH Law yn Llaw dros Blant a Phobl Ifanc, sy'n ategu ein fframwaith ysgol gyfan drwy gryfhau ymateb ein partneriaid a'r system gyfan i les ein plant a'n pobl ifanc. Rwyf hefyd eisiau sicrhau bod ein gwaith llwyddiannus mewn ysgolion yn cael ei ymestyn ar draws y system addysg gyfan. Rwyf felly wedi nodi bod addysg bellach yn flaenoriaeth ar gyfer gweithredu pellach. Gwnaed buddsoddiad i gefnogi iechyd meddwl a lles staff a dysgwyr yn y sector addysg bellach, gyda bron i £7 miliwn wedi'i ddyrannu i gefnogi amrywiaeth o fentrau wedi'u teilwra. Mae rhan o'r buddsoddiad hwn hefyd wedi'i neilltuo ar gyfer y sectorau dysgu seiliedig ar waith a dysgu oedolion. Mae cyllid yn cael ei ddefnyddio i gefnogi prosiectau cenedlaethol, cydweithredol a sefydliadol, sy'n cynnwys hyfforddiant staff, mentora cyfoedion a chyflogi hyfforddwyr bugeiliol a swyddogion lles, yn ogystal â darparu cwnsela. Mae addysg uwch hefyd yn parhau i fod yn flaenoriaeth. Rydym i gyd yn gwybod am yr heriau mae myfyrwyr wedi'u hwynebu ers dechrau'r pandemig. Dros y flwyddyn ddiwethaf, rydym wedi dyrannu £50 miliwn ychwanegol drwy Gyngor Cyllido Addysg Uwch Cymru i helpu prifysgolion i fynd i'r afael â chaledi myfyrwyr. Mae hyn yn cynnwys £10 miliwn i roi mwy o gymorth i fyfyrwyr sy'n wynebu anawsterau ariannol, emosiynol neu iechyd meddwl. Mae cymorth i fyfyrwyr mewn addysg uwch wedi'i deilwra i'w hanghenion, gan adlewyrchu eu statws fel oedolion annibynnol a chydnabod y pwysau penodol maen nhw'n eu hwynebu o ran byw'n annibynnol, rheoli eu harian eu hunain ac ymdopi â her astudio annibynnol. Rwyf am i uchelgais fod wrth wraidd ein gwaith ac, wrth feddwl am les meddyliol, corfforol a chymdeithasol ein pobl ifanc, mae'n iawn felly ein bod yn ystyried sut a phryd y byddwn yn dysgu. Felly, rydym wedi ymrwymo, yn y rhaglen ar gyfer y llywodraeth, i archwilio diwygio'r diwrnod ysgol a'r flwyddyn ysgol. Dydyn ni ddim wedi cael sgwrs ddifrifol am y ffordd rydyn ni'n strwythuro amser ysgol yng Nghymru ers degawdau. Mae hynny'n llawer rhy hir. Byddai mynd yn ôl i'r arfer heb ei drafod yn gyntaf yng nghyd-destun lles staff a dysgwyr, gan fynd i'r afael ag effaith anfantais ar gyrhaeddiad a diwygio'r cwricwlwm, yn gyfle wedi'i wastraffu. Rwy'n arwain gwaith ar rythm y diwrnod a'r flwyddyn ysgol, a bydd sgyrsiau gyda dysgwyr, gyda staff ysgolion, teuluoedd, cyflogwyr, undebau a chymunedau ledled y wlad dros yr wythnosau nesaf yn sail i'n gwaith ehangach. Gan ddechrau drwy siarad â phobl ifanc eu hunain, gweithlu'r ysgol a chynrychiolwyr busnes, ac yna ymgysylltiad cenedlaethol ehangach yn y cyfnod cyn y Nadolig, byddaf yn siarad yn uniongyrchol â'r rhai a all elwa fwyaf o ddiwygio ac a all ein helpu i lunio ein cynigion orau. Ar yr un pryd, rydym yn adolygu tystiolaeth y DU a thystiolaeth ryngwladol i nodi ffyrdd newydd o roi cyfleoedd i ddysgwyr ddysgu sgiliau newydd a chymryd rhan mewn gweithgareddau newydd. Gall y cyfleoedd hyn arwain at well lles emosiynol ac iechyd meddwl, mwy o gyfranogiad mewn gweithgareddau corfforol, arferion bwyta iachach, gwell sgiliau cymdeithasol, yn ogystal â lefelau uwch o hyder, parodrwydd ar gyfer yr ysgol -