English: I'm contributing instead of Llyr Huws Gruffydd, although I appreciate that Llyr would have been much more involved in the discussions than myself - I've actually just read the report today. I do appreciate many of the comments that have been made here today, but I think, having read the report, I may come from a different perspective on many of the issues. I agreed with what the Cabinet Secretary said about the fact that the groups are not homogeneous, and I think sometimes some of the recommendations may look upon ethnic minorities and black and other groupings in a more negative light than you anticipated. For example, it says in the report from which the Minister quoted that Indian families and similar families - . I've got a strong connection to Indian communities in Cardiff and I think that if we potentially nurture the fact that they are very hardworking, they're driven, they often go into very highly driven careers - I think, perhaps, we can turn it around and say, 'Well, how can we use the ethnic minority pupils in a positive way to share those experiences with those who may not be as successful?', as opposed to saying, 'Well, yes, they're not doing as well as other pupils' and that we need a specific thing to target them alone. I'm conscious of wanting everybody to have fair play within the classroom, coming from a family of teachers, and I'd want to be able to allow those teachers to teach in a way that they feel that the collective in the classroom can be part of the same type of educational proposals. So, yes, I think teachers should be aware of Gypsies and Travellers and their communities; yes, I think, of course, we should be aware of different cultures, but I don't think that we should be saying they should be taught in a different way or that they should have potentially - well, I don't know what the specific is because I couldn't see what the specific recommendations were in the committee report to say, 'Well, actually X, Y and Z needs to be done for those particular groupings'. So, for example, I've worked quite a lot with refugee children in Neath Port Talbot, and I've said to the headteachers there, 'Well, little Johnny can't get to school because the parents can't afford to get there' and they said to me 'Well, yes, I'd like to put in extra provision for them to get here, but if I do that I have to do that for everybody.' And I think that if we're going to be making changes, I think we have to look at it in a wider way so that we don't exclude anybody from any changes. I totally acknowledge that there may be very fundamental issues with different groupings of people, but I don't know if we want to facilitate difference. I think we want to facilitate trying to collectively work together. Perhaps I'm wrong, perhaps Llyr will be annoyed with what I'm saying here today, but I think sometimes we can focus on negatives. We have to see the wealth of experience and the family backgrounds that people come from, from other countries, where, actually their work ethics, dare I say it - controversially - are better than ours. They want to get out and work, and they want to engage positively with society. Like with any grant, I think, in a general way we need to be able to ensure that we track how positive it is and we track where the money is going. And I think if I agree with anything in the report, I agree with that. We have to understand, now that change has been made, that we are able to say, 'Well, actually, this will lead to improvements for our young people'. But we have to acknowledge that teachers are under massive strain, and if we're going to be putting specific proposals in as a result of this report, then it has to be done with that work pressure in mind.
Welsh: Rwy'n cyfrannu yn lle Llyr Huws Gruffydd, er fy mod yn sylweddoli y byddai Llyr wedi chwarae llawer mwy o ran yn y trafodaethau na minnau - nid wyf ond newydd ddarllen yr adroddiad heddiw mewn gwirionedd. Rwy'n gwerthfawrogi llawer o'r sylwadau a wnaed yma heddiw, ond rwy'n credu, ar ôl darllen yr adroddiad, fod gennyf safbwynt gwahanol ar lawer o'r materion. Roeddwn yn cytuno â'r hyn a ddywedodd Ysgrifennydd y Cabinet am y ffaith nad yw'r grwpiau'n unffurf, ac rwy'n credu weithiau efallai bod rhai o'r argymhellion yn edrych ar leiafrifoedd ethnig a phobl dduon a grwpiau eraill mewn golau mwy negyddol nag a ragwelwyd gennych. Er enghraifft, mae'n dweud yn yr adroddiad y dyfynnodd y Gweinidog ohono fod teuluoedd Indiaidd a theuluoedd tebyg - . Mae gennyf gysylltiad cryf â chymunedau Indiaidd yng Nghaerdydd ac os porthwn y ffaith eu bod yn weithgar iawn, yn llawn ysgogiad, eu bod yn aml yn dilyn gyrfaoedd sy'n galw am lawer o ysgogiad - credaf y gallwn, o bosibl, droi hynny o gwmpas a dweud, 'Wel, sut y gallwn ddefnyddio disgyblion o leiafrifoedd ethnig mewn ffordd gadarnhaol i rannu'r profiadau hyn â'r rhai nad ydynt mor llwyddiannus o bosibl?', yn hytrach na dweud, 'Wel, ie, nid ydynt yn gwneud cystal â disgyblion eraill,' ac mae angen i ni gael rhywbeth penodol i'w targedu hwy'n unig. Rwy'n ymwybodol o fod eisiau i bawb gael chwarae teg yn yr ystafell ddosbarth, a minnau'n dod o deulu o athrawon, a byddwn eisiau gallu caniatáu i'r athrawon hynny ddysgu mewn ffordd y teimlant y gall pawb yn yr ystafell ddosbarth fod yn rhan o'r un math o argymhellion addysgol. Felly, ydw, rwy'n credu y dylai athrawon fod yn ymwybodol o Sipsiwn a Theithwyr a'u cymunedau; ydw, rwy'n credu, wrth gwrs, y dylem fod yn ymwybodol o wahanol ddiwylliannau, ond nid wyf yn credu y dylem fod yn dweud y dylent gael eu haddysgu mewn ffordd wahanol neu y dylent gael, o bosibl - wel, nid wyf yn gwybod beth ydyw'n benodol gan na allwn weld beth oedd yr argymhellion penodol yn adroddiad y pwyllgor i ddweud, 'Wel, mae angen i X, Y a Z gael eu gwneud ar gyfer y grwpiau penodol hynny mewn gwirionedd'. Felly, er enghraifft, rwyf wedi gweithio cryn dipyn gyda phlant ffoaduriaid yng Nghastell-nedd Port Talbot, ac rwyf wedi dweud wrth y penaethiaid yno, 'Wel, ni all Joni bach fynd i'r ysgol am na all y rhieni fforddio teithio yno' ac roeddent yn dweud wrthyf 'Wel, ie, hoffwn sicrhau darpariaeth ychwanegol ar eu cyfer i'w cael nhw yma, ond os wyf yn gwneud hynny bydd yn rhaid i mi ei wneud ar gyfer pawb.' Ac os ydym yn mynd i wneud newidiadau, credaf fod angen i ni edrych arno'n ehangach fel nad ydym yn eithrio unrhyw un o unrhyw newidiadau. Rwy'n cydnabod yn llwyr y gall fod gan wahanol grwpiau o bobl broblemau sylfaenol iawn, ond nid wyf yn gwybod a ydym am hwyluso gwahaniaeth. Rwy'n credu ein bod yn awyddus i hwyluso gweithio gyda'n gilydd. Efallai fy mod yn anghywir, efallai y bydd Llyr yn flin â'r hyn rwy'n ei ddweud yma heddiw, ond rwy'n credu weithiau ein bod yn canolbwyntio ar bethau negyddol. Mae'n rhaid i ni weld y cyfoeth o brofiad a'r cefndiroedd teuluol y daw pobl ohonynt, o wledydd eraill, lle y mae eu hetheg gwaith, mewn gwirionedd, os meiddiaf ddweud - yn ddadleuol - yn well na'n hetheg gwaith ni. Maent eisiau mynd allan i weithio, ac maent yn awyddus i ymgysylltu'n gadarnhaol â'r gymdeithas. Fel gydag unrhyw grant, rwy'n credu, mewn ffordd gyffredinol mae angen i ni allu sicrhau ein bod yn olrhain pa mor bositif ydyw ac yn olrhain i ble y mae'r arian yn mynd. Ac os wyf yn cytuno ag unrhyw beth yn yr adroddiad, rwy'n credu fy mod yn cytuno â hynny. Mae'n rhaid i ni ddeall, nawr bod y newid wedi'i wneud, ein bod yn gallu dweud, 'Wel, mewn gwirionedd, bydd yn arwain at welliannau i'n pobl ifanc'. Ond mae'n rhaid i ni gydnabod bod athrawon o dan straen enfawr, ac os ydym yn mynd i gyflwyno cynigion penodol o ganlyniad i'r adroddiad hwn, yna mae'n rhaid ei wneud gan gadw'r pwysau gwaith hwnnw mewn cof.