English: Well, there are a number of important questions posed by the Member. The report does recognise that socioeconomic background in Wales is different to that, generally speaking, in England - that poverty levels are higher in Wales for reasons that are partly historical. The powers in terms of taxation and expenditure aren't in our hands to tackle those core elements. We use our resources to mitigate their impacts as much as we can, but there are challenges in that regard. The report does show us some important things, but it agrees with our own analysis of what needs to be done. In the statement in March, and then in the speech I gave to the Bevan Foundation, a programme - I would say a broad-ranging programme - of measures was being considered, and we're implementing those. So, some of those things relate to how we support the education workforce to use alternative strategies, in terms of teacher training, in terms of ensuring peer-to-peer support for school leaders and in supporting schools in recruiting the teachers needed in those more disadvantaged areas. So, there's a range of things happening in that area. Then, in terms of supporting pupils and students directly, there are plans in place in terms of speech and literacy, including a mentoring scheme with a university to ensure that speech and literacy levels are improved. This perhaps gets to the core of the question that you asked at the end of your contribution, in that we're also looking at what's already happening on the ground in terms of setting. That is, when in the school pathway should we be setting pupils, and is there a case to look again at that? Changing that system will be challenging, by the way. But, certainly, we do need to look at that. In terms of the question in relation to funding - I've listed some of the plans that we have in place already today - we have a lot of schemes that are targeted at schools based on the number of pupils from disadvantaged backgrounds. So, that's at the heart of what we're doing. And the EPI has said, for example, that much of what we did in light of COVID had been weighted specifically towards children and young people from disadvantaged backgrounds.
Welsh: Wel, mae amryw o gwestiynau pwysig iawn yng nghwestiwn yr Aelod. Mae'r adroddiad yn cydnabod bod y cefndir cymdeithasol yng Nghymru yn wahanol i'r cefndir cymdeithasol, ar gyfartaledd, yn Lloegr - hynny yw, bod lefelau o dlodi yn uwch yng Nghymru am resymau, efallai, sydd yn rhannol hanesyddol. Nid yw'r pwerau o ran trethi ac ati a gwariant ddim gyda ni i'n galluogi ni i fynd i'r afael â'r elfennau creiddiol hynny. Rydyn ni'n defnyddio'n hadnoddau ni i allu lliniaru effeithiau hynny y gorau y gallwn ni, ond mae heriau yn hynny o beth. Mae'r adroddiad yn dangos pethau pwysig i ni, ond mae'n cytuno â'n dadansoddiad ni eisoes, fel petai, o beth sydd angen ei wneud. Yn y datganiad ym mis Mawrth, ac wedyn yn yr araith y gwnes i ei rhoi gyda'r Sefydliad Bevan, roedd rhaglen - byddwn i'n dweud rhaglen helaeth - o fesurau yn cael eu cysidro, ac rydym ni'n eu cymryd nhw. Felly, mae rhai o'r pethau hynny i wneud â sut rydym ni'n cefnogi'r gweithlu addysg i allu defnyddio strategaethau amgen, o ran hyfforddi athrawon, o ran sicrhau peer-to-peer support i arweinwyr ysgol ac o ran cefnogi ysgolion i allu recriwtio'r athrawon sydd eu hangen mewn ardaloedd sy'n fwy difreintiedig. Felly, mae ystod o bethau yn y maes hwnnw. Wedyn, o ran cefnogi disgyblion a myfyrwyr yn uniongyrchol, mae cynlluniau o ran llefaredd a darllen, yn cynnwys cynllun mentora gyda phrifysgol i allu sicrhau bod lefelau llefaredd a darllen yn cynyddu. Ond mae hefyd yn edrych - ac efallai bod hyn yn mynd i wraidd y cwestiwn wnaethoch chi ei ofyn ar y diwedd - ar yr hyn sy'n digwydd eisoes ar lawr gwlad o ran setio. Hynny yw, pryd yn y llwybr ysgol ydyn ni'n rhannu a didoli disgyblion, ac wedyn oes achos i ni allu edrych eto ar hynny? Mae newid y system honno yn mynd i godi heriau, gyda llaw. Ond, mae'n sicr bod yn rhaid i ni edrych ar hynny. O ran y cwestiwn o ran ariannu, wrth gwrs, mae gennym ni - rwyf wedi rhestru rhai ohonyn nhw eisoes heddiw - lot o gynlluniau sydd wedi'u targedu'n benodol iawn tuag at ysgolion ar sail y niferoedd o bobl ifanc difreintiedig. Felly, mae hynny wrth wraidd yr hyn rydym ni'n ei wneud beth bynnag. Ac mae'r EPI wedi dweud, er enghraifft, fod lot o'r pethau wnaethom ni yn sgil COVID wedi'u pwyso yn benodol tuag at blant a phobl ifanc sy'n ddifreintiedig.