techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Welcome back to this meeting of the Economy, Trade, and Rural Affairs Committee. We'll now move on to item 4 on our agenda. This is the second of three evidence sessions in our one-day inquiry into HGV driver shortage and supply chain issues, and we will now take evidence from business organisations. May I therefore welcome our witnesses to this session? If I could ask them to introduce themselves for the record, and then we will move immediately to questions from Members, and perhaps we can start with Pete Robertson.
Welsh: Croeso nôl i gyfarfod y Pwyllgor Economi, Masnach a Materion Gwledig. Symudwn ni nawr ymlaen i eitem 4. Dyma'r ail o dair sesiwn dystiolaeth yn ein hymchwiliad undydd i ddiffyg gyrwyr cerbydau nwyddau trwm a phroblemau â'r gadwyn gyflenwi, a byddwn ni nawr yn cymryd tystiolaeth gan sefydliadau busnes. A gaf i felly groesawu y tystion i'r sesiwn yma? Ac os caf i ofyn iddyn nhw i gyflwyno eu hunain i'r record, ac wedyn gallwn ni symud yn syth i gwestiynau, ac efallai y gallaf i ddechrau gyda Pete Robertson.
English: Welcome back to this meeting of the Economy, Trade, and Rural Affairs Committee. We will move on now to item 5 on our agenda. This is the final evidence session in our one-day inquiry into the HGV driver shortage and supply chain issues, and we will now take evidence from a trade union perspective. May I welcome our witness to this session? If I could ask her to introduce herself for the record, and then we will move immediately to questions.
Welsh: Croeso nôl i gyfarfod Pwyllgor yr Economi, Masnach a Materion Gwledig. Symudwn ni ymlaen nawr i eitem 5. Dyma'r sesiwn dystiolaeth olaf yn ein hymchwiliad undydd i ddiffyg gyrwyr cerbydau nwyddau trwm a phroblemau â'r gadwyn gyflenwi, a byddwn ni nawr yn cymryd tystiolaeth o safbwynt undebau llafur. Gaf i groesawu y tyst i'r sesiwn yma, ac os caf i ofyn iddi gyflwyno ei hunan i'r record, a wedyn gallwn ni symud yn syth ymlaen i gwestiynau?
English: So, we'll now move on to item 6, and in accordance with Standing Order 17.42, I resolve that the committee excludes the public from the remainder of the meeting. Are Members content? Yes, I see that they are, therefore the motion is agreed, and we will now move into private session. Thank you.
Welsh: Felly, symudwn ni nawr ymlaen i eitem 6, ac yn unol â Rheol Sefydlog 17.42, dwi'n cynnig bod y pwyllgor yn penderfynu gwahardd y cyhoedd o weddill y cyfarfod hwn. A yw Aelodau'n fodlon? Ydyn, dwi'n gweld eu bod nhw, felly derbyniwyd y cynnig, ac fe symudwn ni yn awr ymlaen i'n sesiwn breifat. Diolch yn fawr.
English: Good morning, and welcome to this meeting of the Children, Young People, and Education Committee today.
Welsh: Bore da. Croeso i gyfarfod y Pwyllgor Plant, Pobl Ifanc ac Addysg heddiw.
English: Good morning. I just want to look back at the two periods when the schools were closed to see whether there was a difference in the provision, in comparing those two periods of school closure, and to what extent teaching was more structured, consistent and effective the second time around.
Welsh: Bore da. Dwi eisiau jest edrych yn ôl ar y ddau gyfnod pan oedd yr ysgolion ar gau i weld a oedd yna wahaniaeth yn y ddarpariaeth wrth gymharu'r ddau gyfnod yna, ac i ba raddau oedd pethau yn fwy strwythuredig ac yn gyson ac yn fwy effeithiol yr ail dro.
English: Yes, I was going to ask you about that aspect in particular, in terms of teaching and learning remotely. Are you confident that the situation has changed significantly in the schools by now? And if there were to be further lockdowns at short notice, and that perhaps this will be the pattern for some years to come, unfortunately, are you then confident that each pupil, each child, is going to be able to receive education through online methods?
Welsh: Ie, roeddwn i'n mynd i ofyn ichi am yr agwedd yna yn benodol, o ran yr addysgu a dysgu o bell. Ydych chi'n hyderus bod y sefyllfa wedi newid yn sylweddol yn yr ysgolion erbyn hyn? Ac os oes yna gyfnodau clo yn gorfod digwydd eto ar fyr rybudd, ac mae dyma fydd y patrwm efallai am rai blynyddoedd, yn anffodus, ydych chi'n hyderus bod pob un plentyn yn mynd i fedru cael yr addysg drwy ddulliau ar-lein?
English: Well, as the report acknowledges, there has been a great deal of learning during the pandemic, and part of Estyn's role is to share that good practice that we did see. And we know that providers have found that very beneficial, to see the strategies that other schools had adopted, and they've been able to refine those and apply them in their contexts. But, clearly, there were cohorts of pupils who saw the lockdowns as being more challenging. And the lockdowns affected all of us, of course, and, when we look at children and young people, it impacted them in different ways. But, for those pupils with additional learning needs, or more vulnerable pupils, the impact of the pandemic was more significant on those young people because their routines and arrangements were different to what they were used to. And while, particularly during the second lockdown, schools had refined their arrangements, they'd ensured that there were small-group interventions or one-to-one support for these pupils, it was still different and it was a break to the routine and some struggled with that and found it more difficult than others. And we saw an increase in the number of pupils who took advantage of the hwb provision within schools during the second lockdown.
Welsh: Fel mae'r adroddiad yn cydnabod, mae yna dipyn o ddysgu wedi bod yn ystod y pandemig, a rhan o rôl Estyn oedd rhannu'r arfer dda welson ni. Ac dŷn ni'n gwybod bod darparwyr wedi gweld hynny'n hynod o fuddiol, i weld y strategaethau roedd ysgolion eraill wedi eu mabwysiadu a gallu mireinio'r rheini i'w cyd-destun nhw. Ond, yn amlwg, mi oedd yna grwpiau o ddisgyblion oedd wedi gweld y cyfnodau clo yn fwy heriol. Gwnaeth y cyfnodau clo effeithio arnon ni i gyd, ac, yn enwedig pan ydyn ni'n edrych ar blant a phobl ifanc, roedd e effeithio arnyn nhw mewn ffyrdd gwahanol. Ond, ar gyfer y disgyblion hynny, efallai, gydag anghenion dysgu ychwanegol, neu ddisgyblion mwy bregus, mi oedd effaith y pandemig yn fwy arwyddocaol oherwydd roedd eu trefniadau, eu rwtîns nhw, dipyn yn wahanol i beth roedden nhw wedi arfer â nhw. Ac er, yn enwedig yn yr ail gyfnod clo, bod ysgolion wedi mireinio'r trefniadau, wedi trefnu ymyraethau grwpiau bach neu gefnogaeth un i un i'r disgyblion yma, mi oedd e'n dal yn wahanol ac roedd rhai wedi stryglo gyda hynny ac yn ei gweld hi'n fwy anodd. Ac fe welon ni gynnydd sylweddol yn y nifer o ddisgyblion oedd wedi manteisio ar y ddarpariaeth hwb o fewn ysgolion yn ystod yr ail gyfnod clo.
English: So you're content, therefore, that every school is able to provide for individual needs and can overcome some of these challenges, particularly these digital challenges. You talked about the hubs and the ability for young people to go into school if they need to, but there are further challenges then in terms of transport as a result of that. So, are we genuinely confident that schools can respond to any kinds of further restrictions that there might be?
Welsh: Rydych chi'n hapus, felly, bod pob ysgol yn gallu darparu ar gyfer yr unigolyn ac yn gallu gorchfygu rhai o'r heriau yma, yn enwedig yr heriau digidol. Rydych chi'n sôn am yr hybiau a'r gallu i bobl ifanc ddod i'r ysgol, ond mae yna heriau pellach ynglŷn â thrafnidiaeth ac yn y blaen, onid oes? Felly, ydyn ni wirioneddol yn hyderus bod yr ysgolion yn gallu ymateb i unrhyw fath o gyfyngiadau pellach fydd angen digwydd?
English: Well, I think it's important that we recognise the good work that has been done in very challenging circumstances. However, we are aware that staffing has been an issue in some of our schools - not just that children and young people have been poorly, but staff have as well, and not just with COVID. Schools and other providers have had to respond to additional challenges. So, I think it is important that we look at the positives that there have been and the way that some schools have responded, but, of course, if there were to be further periods where remote learning would be required, then clear guidance and leadership will be vital.
Welsh: Dwi'n credu ei bod hi'n bwysig ein bod ni'n cydnabod y gwaith da sydd wedi digwydd mewn amgylchiadau hynod o heriol. Fodd bynnag, rydyn ni'n ymwybodol bod staffio wedi bod yn broblem mewn rhai o'n hysgolion - nid yn unig bod plant a phobl ifanc wedi bod yn sâl ond staff hefyd, ac nid yn unig gyda COVID. Mae ysgolion a darparwyr eraill wedi gorfod ymateb i heriau ychwanegol. Felly, dwi'n credu ei bod hi'n bwysig ein bod ni'n edrych ar y pethau positif sydd wedi digwydd a'r ffordd mae ysgolion wedi ymateb, ond, wrth gwrs, os oes yna gyfnodau eraill lle bydd angen dysgu o bell, bydd arweiniad clir yn allweddol hefyd.
English: You talk there about staffing issues, so how effectively have schools used the recruit, recover and raise standards funding from the Welsh Government, which was this additional funding the purpose of which was to bring more staff into schools to support recovery, during this very difficult period?
Welsh: Rydych chi'n sôn yn fanna am broblemau staffio, felly pa mor effeithiol ydy'r ysgolion wedi bod o ran defnyddio cyllid recriwtio, adfer a chodi safonau Llywodraeth Cymru, sef yr arian ychwanegol yma ei bwrpas o, i fod, oedd dod â mwy o staff i mewn i'r ysgol i gefnogi adferiad, yn ystod y cyfnod anodd yma, felly?
English: Well, I think that schools have appreciated that additional funding support and have used that funding in several different ways. We know that a significant number of classroom assistants have been appointed with that additional grant, as well as additional teachers. During the second lockdown, we saw schools responding differently and using those additional staff to provide additional interventions for individual pupils. But it continues to be a challenging time for us.
Welsh: Dwi'n credu bod ysgolion wedi gwerthfawrogi'r cymorth ariannol ychwanegol ac wedi defnyddio'r arian hwnnw mewn sawl ffordd wahanol. Rydyn ni'n gwybod bod nifer sylweddol o gymorthyddion wedi eu penodi gyda'r grant ychwanegol, yn ogystal ag athrawon. Ac, yn ystod yr ail gyfnod clo, gwelson ni ysgolion yn ymateb yn wahanol, yn defnyddio'r staff ychwanegol er mwyn cynnig ymyraethau ac yn y blaen i ddisgyblion unigol. Ond mae'n parhau i fod yn gyfnod heriol i ni.
English: Yes, I just wanted to add that one thing during the second lockdown that we appreciated was the fact that schools had offered face-to-face provision for some pupils, and that was a difference - not just those who have parents working in the NHS and so on, but those pupils who perhaps aren't engaging in the online provision. So, they have made those adaptations; they've adopted strategies to get in touch with those pupils and to draw young people and children into and engage them in their education during that second lockdown. So, we do very much appreciate the fact that every school has been open in some way or other in terms of that provision. I think that's had more of an impact, as compared to the first lockdown earlier on in the pandemic.
Welsh: Ie, dim ond jest eisiau ychwanegu mai un peth yn ystod yr ail gyfnod clo rydym ni wedi'i werthfawrogi ydy'r ffaith bod ysgolion wedi darparu wyneb i wyneb i rai disgyblion, ac roedd hynny'n wahaniaeth, rili - nid dim ond y rhai oedd gyda rhieni efallai sy'n gweithio yn yr NHS ac yn y blaen, ond y rhai sydd efallai ddim yn cysylltu trwy'r ddarpariaeth ar-lein. So, maen nhw wedi addasu tipyn bach mwy a wedi cael mwy o strategaethau i gysylltu ac i drio tynnu plant a phobl ifanc i mewn i'w haddysg yn ystod yr ail gyfnod clo. So, rydym ni'n gwerthfawrogi'r ffaith bod pob ysgol wedi bod ar agor, mewn ffordd, ar gyfer y ddarpariaeth yna, ac yn meddwl bod hyn wedi cael mwy o effaith, yn cymharu â'r cyfnod clo cyntaf yn gynharach.
English: And have the challenges been more difficult in terms of secondary school pupils, particularly those with additional learning needs or those who are eligible for free school meals?
Welsh: Ac ydy'r heriau wedi bod yn anoddach o safbwynt disgyblion uwchradd, yn enwedig y rhai efo anghenion dysgu ychwanegol, neu'r rhai sydd yn gymwys i gael prydau ysgol am ddim?
English: I think, as the report acknowledges, there have been challenges for pupils across the age range and the ability range, but, of course, vulnerable pupils have found it more difficult, perhaps because of less support being available in their home, so they found it more difficult to benefit from that online provision. You also talked about the impact of the pandemic on teaching and learning within our schools, and we know that the guidance and guidelines have impacted on the curriculum, particularly when pupils returned to schools at the end of the spring and during the summer term. In the foundation phase, for example, teachers responded very creatively, using more open-air learning and teaching opportunities, so that pupils had an opportunity to go out into the fresh air and to engage in fitness activities and so on. But, in key stage 3, a number of pupils at that stage were taught within bubbles in classrooms - there were fewer opportunities to go into rooms with special resources for them, and so the curriculum was more limited for them for a time.
Welsh: Dwi'n credu, fel mae'r adroddiad yn cydnabod, bod yna heriau wedi bod i ddisgyblion ar draws yr oedrannau ac ar draws yr ystod gallu, ond yn amlwg mae disgyblion bregus wedi'i gweld hi yn fwy anodd, oherwydd efallai llai o gefnogaeth yn y cartref i allu manteisio ar y ddarpariaeth ar-lein. Fe sonioch chi hefyd ynglŷn â beth yw effaith y pandemig ar addysgu o fewn i'n hysgolion, a dŷn ni'n gwybod bod y canllawiau ac yn y blaen wedi effeithio ar y cwricwlwm, yn enwedig pan oedd disgyblion wedi mynd yn ôl i ysgolion ar ddiwedd y gwanwyn ac yn ystod tymor yr haf. Yn y cyfnod sylfaen, er enghraifft, roedd athrawon wedi ymateb yn greadigol, gan ddefnyddio mwy o'r awyr agored er mwyn sicrhau bod plant yn cael cyfle i fynd allan ac i gael mwy o awyr iach ac i gael mwy o ffitrwydd ac yn y blaen. Ond i ddisgyblion cyfnod allweddol 3, mi oedd nifer ohonyn nhw yn cael eu dysgu mewn bybls o fewn dosbarth - llai o gyfle i fynd i mewn i ystafelloedd gydag adnoddau arbenigol, ac mi oedd y cwricwlwm yn fwy cyfyng iddyn nhw am gyfnod.
English: And finally from me, Chair, do you believe that schools have tried to maintain provision and keep their heads above the water and tread water during the pandemic, and has improving education standards had to be put to one side for the time being because of the number of challenges they've faced? And what will the long-term impact on standards be as a result of that? That's a very difficult question, I know.
Welsh: Ac yn olaf, Cadeirydd, ydych chi'n credu bod yr ysgolion wedi bod yn ceisio aros yn yr unfan a chynnal y ddarpariaeth yn ystod y pandemig, ac ydy gwella safonau addysg wedi gorfod cael ei roi i'r naill ochr, mewn gwirionedd, oherwydd cymaint o heriau, a beth fydd yr effaith hirdymor ar safonau, ydych chi'n credu? Cwestiwn anodd, dwi'n gwybod.
English: I think that the report does recognise and acknowledge the flexibility, the creativity from the profession. However, it has been very challenging; responding to staffing challenges has meant that schools have had to prioritise pupils' and staff well-being, and some aspects of their work have had to be set aside for a time. We know, for example, in the secondary sector, that centre-assessed grades have been a significant job of work during the spring and summer of last year, which perhaps took the focus away from some other aspects. But the report also noted that new ways of working have come to the fore during the pandemic, and some of those will be a support for us in the future.
Welsh: Dwi'n credu bod yr adroddiad yn cydnabod yr hyblygrwydd, y creadigrwydd gan y proffesiwn. Fodd bynnag, mae wedi bod yn heriol; mae ymateb i heriau staffio wedi golygu bod ysgolion wedi blaenoriaethu lles disgyblion a lles eu staff, ac mae yna rai agweddau o'u gwaith sydd wedi gorfod cael ei roi i'r naill ochr am gyfnodau. Dŷn ni'n gwybod, er enghraifft, yn y sector uwchradd, bod y graddau a ddyfernir gan ganolfannau, er enghraifft, bod hwnna wedi bod yn ddarn sylweddol o waith yn y gwanwyn a haf llynedd, ac felly wedi cymryd ffocws oddi ar ambell i beth arall. Ond mae'r adroddiad hefyd yn nodi bod ffyrdd newydd o weithio wedi dod i'r brig yn ystod y pandemig, a bydd rhai o'r rheini yn gymorth i ni tua'r dyfodol.
English: Thank you, Chair. Yes, I wanted to drill down a little bit, following on from the responses that you've just given about collaborating with Senedd committees and collaborating with other stakeholders. What do you envisage as being the potential challenges and benefits - you've talked a little bit about the benefits - of working with stakeholders for the role of children's commissioner? So, if you could give us a little bit more detail about how you would collaborate and what the potential challenges might be.
Welsh: Diolch, Cadeirydd. Ie, i ddrilio i lawr tipyn bach, efallai, yn dilyn yr atebion rydych chi newydd eu rhoi ynglŷn â chydweithio gyda phwyllgorau'r Senedd a chydweithio gyda rhanddeiliaid eraill, beth ydych chi'n rhagweld bydd yr heriau posib, a'r buddiannau posib - rydych chi wedi sôn tipyn bach yn barod am y buddiannau - o weithio gyda rhanddeiliaid ar gyfer rôl y comisiynydd plant? Felly, a oes modd ichi roi ychydig bach fwy o fanylion ynglŷn â sut y byddech chi'n cydweithio a beth fyddai'r heriau?
English: Two short questions from me. The next builds on what you've just said a little bit: who do you feel will be the key stakeholders outside of Wales and why?
Welsh: Dau gwestiwn bach arall gyda fi. So, yr un nesaf yn adeiladu ar hynny tipyn bach: pwy ydych chi'n teimlo fydd y rhanddeiliaid allweddol y tu allan i Gymru, a pham?
English: Excellent. Thank you very much. One short question, if I may, Chair, with regard to the Welsh language. You note in your application that you're not fluent in the Welsh language, but you do have some ability to speak Welsh, and, of course, for this role, the Welsh language is essential, and if you're not fluent, you do have to commit to learn that language within a year. So, I just would like to hear your response to that and also, perhaps more widely, what your understanding is of the specific needs of Welsh-speaking children.
Welsh: Gwych. Diolch. Un bach arall, os gallaf i, Cadeirydd. Jest un bach byr ynglŷn â'r Gymraeg. Rydych chi'n nodi yn eich cais dydych chi ddim yn rhugl yn y Gymraeg, ond bod rhywfaint gyda chi, ac rydych chi'n gwybod, wrth gwrs, gyda'r rôl yma mae'r Gymraeg yn hanfodol, ac, os dydych chi ddim yn rhugl, bod angen i chi ymrwymo i ddysgu o fewn blwyddyn. Felly, dwi jest eisiau cael eich ymateb chi i hynny. A hefyd, efallai yn fwy eang, beth ydych chi'n teimlo o ran - beth yw'ch dealltwriaeth chi o anghenion penodol y plant sy'n siaradwyr Cymraeg?
English: Thank you, Sioned. I've just started to learn Welsh, because I feel that the Welsh language is very important. And I'm enjoying learning.
Welsh: Diolch, Sioned. Dwi newydd ddechrau dysgu Cymraeg achos dwi'n meddwl bod y Gymraeg yn bwysig iawn. A dwi'n joio.
English: Welcome, everyone, to the Plenary meeting. Before we begin, I need to set out a few points. A Plenary meeting held using video-conference, in accordance with the Standing Orders of the Welsh Parliament, constitutes Senedd proceedings for the purposes of the Government of Wales Act 2006. Some of the provisions of Standing Order 34 will apply for today's meeting, and these are set out on your agenda. I wish to remind Members that Standing Orders relating to order in Plenary meetings apply, of course, to this meeting.
Welsh: Croeso, bawb, i'r Cyfarfod Llawn. Cyn inni ddechrau, dwi angen nodi ychydig o bwyntiau. Mae Cyfarfod Llawn a gynhelir drwy gynhadledd fideo, yn unol â Rheolau Sefydlog Senedd Cymru, yn gyfystyr â thrafodion y Senedd at ddibenion Deddf Llywodraeth Cymru 2006. Bydd rhai o ddarpariaethau Rheol Sefydlog 34 yn gymwys ar gyfer y cyfarfod yma, ac mae'r rheini wedi eu nodi ar eich agenda chi. A dwi eisiau atgoffa Aelodau fod y Rheolau Sefydlog sy'n ymwneud â threfn yn y Cyfarfod Llawn yn berthnasol, wrth gwrs, i'r cyfarfod yma.
English: The first item this afternoon is questions to the First Minister, and the first question is from Darren Millar.
Welsh: Cwestiynau i'r Prif Weinidog sydd yn gyntaf y prynhawn yma, ac mae'r cwestiwn cyntaf gan Darren Millar.
English: Llywydd, flood defence adequacy is assessed by Natural Resources Wales and local authorities in Wales. They then plan, promote and deliver schemes to reduce flood risk in their areas. The Welsh Government sets national policy and provides funding, including £5.24 million for schemes in Clwyd West in this financial year.
Welsh: Llywydd, Cyfoeth Naturiol Cymru ac awdurdodau lleol yng Nghymru sy'n asesu digonolrwydd amddiffyn rhag llifogydd. Yna maen nhw'n cynllunio, yn hyrwyddo ac yn darparu cynlluniau i leihau perygl llifogydd yn eu hardaloedd. Mae Llywodraeth Cymru yn pennu polisi cenedlaethol ac yn darparu cyllid, gan gynnwys £5.24 miliwn ar gyfer cynlluniau yng Ngorllewin Clwyd yn y flwyddyn ariannol hon.
English: Thank you for that answer, First Minister. I am delighted that money is indeed being awarded to improve flood defences in Clwyd West. One of those areas that is down for improvement very soon is the coastal strip between Towyn and Kinmel Bay, which of course is extremely important as far as the visitor season is concerned, and where those coastal sea defences are protecting many thousands of properties and businesses. One of the concerns that has been raised with me about the plans, which have now been published, for the improvement of the sea defences in this area is that the plans simply aren't attractive enough for either the locals or the visitors who will be wanting to use the coastal path and the coastal belt as part of their local amenity for facilities. In addition to that, obviously, there's been a suspension of technical advice note 15 in terms of the implementation of the new technical advice note, which will afford a greater level of protection for homes and businesses in the future. What assurances can you give me, on behalf of the Welsh Government, that the people of Towyn and Kinmel Bay will get a decent level of flood protection in spite of the fact that the new technical advice note has not been implemented, and what assurances can you provide in relation to how attractive these flood defences can be, given the concerns about the fact that these are in a tourism resort area?
Welsh: Diolch am yr ateb yna, Prif Weinidog. Rwyf i wrth fy modd bod arian yn cael ei ddyfarnu i wella amddiffynfeydd rhag llifogydd yng Ngorllewin Clwyd. Un o'r ardaloedd hynny sydd i lawr i'w gwella yn fuan iawn yw'r llain arfordirol rhwng Tywyn a Bae Cinmel, sydd, wrth gwrs, yn eithriadol o bwysig o ran y tymor ymwelwyr, a lle mae'r amddiffynfeydd môr arfordirol hynny yn diogelu miloedd lawer o eiddo a busnesau. Un o'r pryderon a godwyd gyda mi am y cynlluniau, sydd wedi cael eu cyhoeddi erbyn hyn, ar gyfer gwella'r amddiffynfeydd môr yn yr ardal hon yw nad yw'r cynlluniau yn ddigon deniadol i'r bobl leol na'r ymwelwyr a fydd eisiau defnyddio'r llwybr arfordirol a'r llain arfordirol yn rhan o'u hamwynder lleol ar gyfer cyfleusterau. Yn ogystal â hynny, yn amlwg, ataliwyd nodyn cyngor technegol 15 dros dro o ran gweithredu'r nodyn cyngor technegol newydd, a fydd yn rhoi mwy o amddiffyniad i gartrefi a busnesau yn y dyfodol. Pa sicrwydd allwch chi ei roi i mi, ar ran Llywodraeth Cymru, y bydd pobl Tywyn a Bae Cinmel yn cael lefel dda o ddiogelwch rhag llifogydd er gwaethaf y ffaith nad yw'r nodyn cyngor technegol newydd wedi cael ei weithredu, a pha sicrwydd allwch chi ei roi o ran pa mor ddeniadol y gall yr amddiffynfeydd rhag llifogydd hyn fod, o ystyried y pryderon am y ffaith bod y rhain mewn ardal cyrchfannau twristiaeth?