techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Llywydd. May I begin with the financial situation of our universities as a result of the health crisis? I'm aware that there is support being provided by the investment and resilience fund for higher education. It appears that the applications need to be in by the last day of this month, which is within the firebreak period. And, of course, universities will have additional requirements as a result of the firebreak lockdown, which begins very soon, particularly with regard to assistance with track and trace and emotional and mental well-being. The support is being divided between assistance to individual universities and an allocation for co-operative investment. Under the new circumstances, will you think again about extending the time available to universities to make their applications? But also, will you think about changing the way that this funding is allocated, so that you amend the financial allocation process to ensure that the funding is prioritised for that urgent assistance to individual universities, rather than for the collaborative investment?
Welsh: Diolch, Llywydd. Gaf i ddechrau gyda sefyllfa ariannol ein prifysgolion yn sgil yr argyfwng iechyd? Dwi'n ymwybodol bod yna gymorth yn cael ei ddarparu drwy'r gronfa buddsoddi ac adfer addysg uwch. Mae'n debyg bod y ceisiadau angen bod i mewn erbyn diwrnod olaf y mis yma, sydd wrth gwrs reit yng nghanol y cyfnod clo byr. Ac, wrth gwrs, mi fydd gan y prifysgolion anghenion ychwanegol yn sgil y cyfnod clo sydd yn cychwyn cyn bo hir, yn enwedig o ran cael help efo track and trace a llesiant meddyliol ac emosiynol. Mae'r gefnogaeth yn cael ei rhannu rhwng cymorth i brifysgolion unigol a dyraniad ar gyfer buddsoddi cydweithredol. O dan yr amgylchiadau newydd, a wnewch chi feddwl ynglŷn ag ymestyn yr amser sydd gan y prifysgolion i wneud eu ceisiadau? Ond hefyd, a wnewch chi feddwl am newid y ffordd mae'r arian yma yn cael ei ddyrannu, fel eich bod chi'n diwygio'r dosbarthiad cyllid, er mwyn bod y cyllid yn cael ei flaenoriaethu ar gyfer y cymorth brys i brifysgolion unigol, yn hytrach nag ar gyfer y buddsoddi cydweithredol?
English: I welcome your decision to extend your free school meals scheme to include school holidays until the spring of next year, and, also, your decision to extend the free-school-meals scheme to include additional pupils, particularly those from low income families. Will you consider extending it further still to include families who receive universal credit, the basic provision, or, even better still, to all pupils and children in Wales, given how difficult it is for families to cope at the present time, and how important it is for children to receive nutritious food?
Welsh: Dwi'n croesawu eich penderfyniad i ymestyn eich cynllun cinio am ddim i gynnwys y gwyliau ysgol tan wanwyn y flwyddyn nesaf, a hefyd eich penderfyniad i ymestyn y cinio am ddim i gynnwys mwy o ddisgyblion, yn enwedig y rhai o deuluoedd incwm isel. A wnewch chi ystyried ei ymestyn ymhellach i gynnwys teuluoedd sy'n derbyn credyd cyffredinol sylfaenol, neu, yn well fyth, i bob plentyn yng Nghymru, o gofio pa mor anodd ydy hi i deuluoedd gael dau ben llinyn ynghyd, a hefyd pa mor bwysig ydy hi i blant gael bwyd maethlon?
English: Thank you, Siân. Wales, back in the spring of this year, was the first part of the United Kingdom to announce continued support for families entitled to free school meals during school holidays, and I am very pleased to have been able to work with the finance Minister to obtain an additional £11 million, which will ensure that children who are entitled to free school meals will continue to receive that support during this half term, during the Christmas holiday, the February half term and, indeed, the Easter holidays. We keep under review our range of support for families who find themselves in financial difficulties at that time. We know that schools are seeing an increase in the number of children who are now eligible, sadly, for free school meals, which is adding additional pressure to budgets. But we are determined not to forget those children for whom school is about so much more than just learning, and to ensure that those families have some certainty with regard to support for their children during what is, as I said, a very uncertain time.
Welsh: Diolch, Siân. Cymru, yn ôl yng ngwanwyn eleni, oedd rhan gyntaf y Deyrnas Unedig i gyhoeddi cefnogaeth barhaus i deuluoedd sydd â hawl i gael prydau ysgol am ddim yn ystod gwyliau ysgol, ac rwy'n falch iawn fy mod wedi gallu gweithio gyda'r Gweinidog cyllid i sicrhau £11 miliwn ychwanegol, a fydd yn sicrhau y bydd plant sydd â hawl i gael prydau ysgol am ddim yn parhau i gael y cymorth hwnnw yn ystod yr hanner tymor hwn, yn ystod gwyliau'r Nadolig, hanner tymor mis Chwefror a gwyliau'r Pasg yn wir. Rydym yn parhau i adolygu ein hamrywiaeth o gymorth i deuluoedd sydd mewn anawsterau ariannol ar yr adegau hynny. Gwyddom fod ysgolion yn gweld cynnydd yn nifer y plant sydd bellach yn gymwys, yn anffodus, i gael prydau ysgol am ddim, sy'n rhoi pwysau ychwanegol ar gyllidebau. Ond rydym yn benderfynol o beidio ag anghofio'r plant y mae'r ysgol yn golygu cymaint mwy iddynt na dysgu yn unig, a sicrhau bod y teuluoedd hynny'n cael rhywfaint o sicrwydd mewn perthynas â chymorth ar gyfer eu plant mewn cyfnod ansicr iawn, fel y dywedais.
English: I am pleased that you're keeping the situation under continuous review. That is vital, isn't it? Now, turning to another issue, to conclude, in July it was announced that 600 additional teachers would be recruited to schools and 300 teaching assistants for the current school year. I would like an update on this, and perhaps there isn't sufficient time this afternoon for you to give that update, but will you give us a full statement, in due course, on this, and explain to us what monitoring work and evaluation work the Welsh Government is undertaking with regard to this expenditure on the additional teachers and the additional teaching assistants, and an explanation of how this will lead to decreasing the classroom sizes in schools?
Welsh: Dwi'n falch eich bod chi'n cadw'r sefyllfa o dan adolygiad parhaus. Mae hynny'n hollbwysig, onid ydy? I droi at fater arall, i orffen, ym mis Gorffennaf fe gyhoeddwyd y byddai 600 o athrawon ychwanegol yn cael eu recriwtio i ysgolion a 300 o gynorthwywyr dysgu ar gyfer y flwyddyn ysgol bresennol. Byddwn i'n hoffi cael diweddariad am hyn, a does yna, efallai, ddim digon o amser prynhawn yma i chi wneud hynny, ond a wnewch chi roi datganiad llawn i ni, maes o law, ac egluro i ni pa waith monitro a gwerthuso mae Llywodraeth Cymru yn ei wneud ynglŷn â'r gwariant yma ar gyfer yr athrawon ychwanegol a'r cynorthwywyr dysgu ychwanegol, ac esboniad yn union sut mae hyn yn arwain at leihau maint dosbarthiadau yn yr ysgolion?
English: Thank you, Siân. You're correct to say that we have allocated in excess of £29 million to support schools to address the learning loss that has already happened in our children's education. That means schools can indeed look to recruit additional teachers, teaching assistants, or indeed any other professional who they feel would be appropriate to work with their cohort of children. That could be youth workers, mentors, and we have provided guidance, alongside the financial resources, to make that happen, and I will be more than happy to be able to give Members an update about how those resources have been spent in school. The Member also talks about class sizes. Despite the immense pressure on Government budgets at this time, we have been able to maintain our funding for our class size reduction budget as well. But the Member is right and proper to ask for an update on the use of the £29 million, and I will be happy to give that once details are available.
Welsh: Diolch, Siân. Rydych yn gywir i ddweud ein bod wedi dyrannu dros £29 miliwn i gynorthwyo ysgolion i fynd i'r afael â'r dysgu a gollwyd eisoes yn addysg ein plant. Mae hynny'n golygu yn wir y gall ysgolion geisio recriwtio athrawon ychwanegol, cynorthwywyr addysgu ychwanegol, neu'n wir unrhyw weithiwr proffesiynol arall y teimlant y byddai'n briodol eu cael i weithio gyda'u carfan o blant. Gallai hynny olygu gweithwyr ieuenctid, mentoriaid, ac rydym wedi darparu arweiniad, ochr yn ochr â'r adnoddau ariannol i wneud i hynny ddigwydd, a byddaf yn fwy na pharod i allu rhoi'r wybodaeth ddiweddaraf i'r Aelodau am y modd y gwariwyd yr adnoddau hynny yn yr ysgolion. Mae'r Aelod hefyd yn sôn am faint dosbarthiadau. Er gwaethaf y pwysau aruthrol ar gyllidebau'r Llywodraeth ar hyn o bryd, rydym wedi gallu cynnal ein cyllid ar gyfer ein cyllideb lleihau maint dosbarthiadau hefyd. Ond mae'r Aelod yn iawn ac yn gywir i ofyn am y wybodaeth ddiweddaraf am y defnydd o'r £29 miliwn, a byddaf yn hapus i ddarparu'r wybodaeth honno pan fydd y manylion ar gael.
English: Diolch, Llywydd. Good afternoon, Minister. Why did Welsh Government ignore the wishes of all 22 local authority leaders to keep secondary schools fully open during the forthcoming lockdown?
Welsh: Diolch, Lywydd. Prynhawn da, Weinidog. Pam yr anwybyddodd Llywodraeth Cymru ddymuniadau pob un o'r 22 arweinydd awdurdod lleol i gadw ysgolion uwchradd ar agor yn llawn yn ystod y cyfyngiadau symud sydd i ddod?
English: Well, Suzy, a range of views have to be taken into consideration at this time. As I said in answer to Hefin David, we know that keeping community levels of transmission of COVID-19 low is the best thing that we can all do to minimise disruption to education. The firebreak is essential if we are to slow the rates of infection and bring R down. In doing so, we will see less disruption in our schools, from teachers who are perhaps contracting the virus and having to self-isolate, children who themselves are catching the virus and having to self-isolate, and the knock-on effect that has to other children within their bubble. The contribution of schools opening to R was well known and is inevitable. The Government has published its technical advice group paper, and it was felt that by asking those pupils in years 9 and above to study from home for a week, given the fact that they are more able to do that, allowed us to make sure that the firebreak is successful, and everybody's sacrifices can make a difference.
Welsh: Wel, Suzy, mae'n rhaid ystyried amrywiaeth o safbwyntiau ar hyn o bryd. Fel y dywedais wrth ateb Hefin David, gwyddom mai cadw lefelau trosglwyddo COVID-19 yn y gymuned yn isel yw'r peth gorau y gallwn ni i gyd ei wneud i leihau'r amharu ar addysg. Mae'r cyfnod atal byr yn hanfodol os ydym eisiau arafu cyfraddau'r haint a gostwng y rhif R. Wrth wneud hynny, byddwn yn gweld llai o darfu yn ein hysgolion, o athrawon sydd efallai'n dal y feirws ac yn gorfod hunanynysu, o blant sy'n dal y feirws eu hunain ac yn gorfod hunanynysu, a'r effaith ganlyniadol y mae hynny'n ei chael ar blant eraill o fewn eu swigod. Roedd cyfraniad ysgolion yn agor i'r rhif R yn hysbys iawn ac mae'n anochel. Mae'r Llywodraeth wedi cyhoeddi papur y grŵp cynghori technegol, ac roeddent yn teimlo bod gofyn i'r disgyblion ym mlynyddoedd 9 ac uwch astudio gartref am wythnos, o gofio eu bod yn fwy abl i wneud hynny, yn caniatáu inni sicrhau bod y cyfnod atal byr yn llwyddiannus, ac y gall aberth pawb wneud gwahaniaeth.
English: Well, let me be absolutely clear: we have, even in this most difficult and serious of circumstances, been able to ensure that primary schoolchildren, children in our special educational needs schools, pupils in education other than at schools and in specialist centres within mainstream schools will be able to attend school in person after the break. I appreciate that this is a worrying time for all of those students who have been asked to stay at home for that week, but they will be supported in their learning by staff who will be indeed in school to be able to deliver that online learning. And before the Member is quick to condemn the quality of that, I can assure her that Estyn, regional consortia, local education authorities and schools themselves have been working very, very hard to put contingency plans in place to support distance learning. I regret that there is any further disruption to education for children here in Wales. Unfortunately, COVID-19 doesn't care about that. As I said, the best way in which we can minimise disruption to schools is to keep community transmission levels low. As we have seen community transmission levels rise, we have seen growing numbers of children in our classrooms who have had to self-isolate. If we are to get back to a more even keel and to lessen that disruption to individual classes and teachers and schools, we have to bring the R number down and that is what the firebreak is intending to do.
Welsh: Wel, gadewch imi fod yn gwbl glir: hyd yn oed yn yr amgylchiadau mwyaf anodd a difrifol hyn, rydym wedi gallu sicrhau y bydd plant ysgolion cynradd, plant yn ein hysgolion anghenion addysgol arbennig, disgyblion sydd mewn addysg y tu allan i ysgolion ac mewn canolfannau arbenigol mewn ysgolion prif ffrwd yn gallu mynychu'r ysgol ar ôl y toriad. Rwy'n sylweddoli bod hwn yn gyfnod pryderus i'r holl fyfyrwyr y gofynnwyd iddynt aros gartref am yr wythnos honno, ond bydd eu dysgu'n cael ei gefnogi gan staff a fydd yn yr ysgol i allu darparu'r dysgu ar-lein. A chyn i'r Aelod ruthro i gondemnio ansawdd y dysgu hwnnw, gallaf ei sicrhau bod Estyn, consortia rhanbarthol, awdurdodau addysg lleol ac ysgolion eu hunain wedi bod yn gweithio'n galed iawn i roi cynlluniau wrth gefn ar waith i gefnogi dysgu o bell. Mae'n ofid i mi fod unrhyw darfu pellach ar addysg i blant yma yng Nghymru. Yn anffodus, nid yw COVID-19 yn poeni am hynny. Fel y dywedais, y ffordd orau y gallwn darfu cyn lleied â phosibl ar ysgolion yw cadw lefelau trosglwyddo cymunedol yn isel. Wrth inni weld lefelau trosglwyddo cymunedol yn codi, rydym wedi gweld niferoedd cynyddol o blant yn ein hystafelloedd dosbarth yn gorfod hunanynysu. Os ydym am ddychwelyd at ryw fath o sefydlogrwydd a lleihau'r tarfu ar ddosbarthiadau unigol ac athrawon ac ysgolion, mae'n rhaid inni ostwng y rhif R a dyna yw'r bwriad gyda'r cyfnod atal byr.
English: Thank you for that, Minister. Obviously, the quality of work that's either being given to young people to take home or that they're getting remotely, is very variable. You've admitted this in the past and it's certainly not a reflection on the hard work that teachers are putting in, which is why I asked you what Welsh Government is doing to support the mental health of our teachers, particularly as over half of them are now saying that their mental health has been impacted, and the main reason for that is late arrival of new guidance on any changes that they're expected to deal with. I think the combination of education reforms and the disruption of teaching and learning due to COVID have placed a very, very visible strain on practitioners in the sector, which was already struggling with years of difficult funding arrangements and low uptake of opportunities. How can we all help to make sure that those considering teaching as a career haven't been put off by all of this?
Welsh: Diolch ichi am hynny, Weinidog. Yn amlwg, mae ansawdd y gwaith sydd naill ai'n cael ei roi i bobl ifanc i fynd adref gyda hwy neu'r gwaith a gânt o bell yn amrywiol iawn. Rydych wedi cyfaddef hyn yn y gorffennol ac yn sicr nid yw'n adlewyrchiad o'r gwaith caled y mae athrawon yn ei wneud, a dyna pam y gofynnais i chi beth y mae Llywodraeth Cymru yn ei wneud i gefnogi iechyd meddwl ein hathrawon, yn enwedig gan fod dros eu hanner yn dweud bellach fod eu hiechyd meddwl wedi cael ei effeithio, a'r prif reswm am hynny yw bod canllawiau newydd ar unrhyw newidiadau y disgwylir iddynt ymdopi â hwy'n cyrraedd yn hwyr. Credaf fod y cyfuniad o ddiwygiadau addysg a'r tarfu ar addysgu a dysgu oherwydd COVID wedi rhoi straen gweladwy iawn ar ymarferwyr yn y sector, a oedd eisoes yn cael trafferth dod i ben wedi blynyddoedd o drefniadau ariannu anodd a niferoedd isel yn manteisio ar gyfleoedd. Sut y gall pawb ohonom helpu i sicrhau nad yw hyn i gyd wedi annog y rhai sy'n ystyried addysgu fel gyrfa rhag gwneud hynny?
English: Forgive me, Suzy, you did ask a very direct question and it is only right that that is answered. This Government has made additional financial resources available specifically to support mental health and well-being during this crisis. And, quite rightly, whilst the majority of that resource has been made available to support children and young people, an element of that resource has been made available to support the mental health and well-being of staff and school leaders. I appreciate that additional stress occurs when situations change, but I'm sure the Member would understand that we are dealing with a fast-paced and rapidly changing situation. Cases and statistics and infection levels can change very rapidly, and whilst it is almost always my intention to give as much notice as possible, sometimes governments find themselves in a position of having to act very quickly. With regard to initial teacher education, I am pleased to say that we have seen a strong level of recruitment into ITE programmes this year. We will continue to work with the Education Workforce Council in Wales to promote teaching as a career, and, goodness me, if ever there was a time for an individual who wants to make a difference to the lives of children and young people in Wales, and feel that they want to make a contribution, then helping us to recover in education from the impact of COVID-19 now would be a fantastic time to think about and join the profession.
Welsh: Maddeuwch i mi, Suzy, fe wnaethoch ofyn cwestiwn uniongyrchol iawn ac nid yw ond yn iawn fod hwnnw'n cael ei ateb. Mae'r Llywodraeth hon wedi sicrhau bod adnoddau ariannol ychwanegol ar gael yn benodol i gefnogi iechyd meddwl a llesiant yn ystod yr argyfwng hwn. Ac yn gwbl briodol, er bod y rhan fwyaf o'r adnodd hwnnw ar gael i gefnogi plant a phobl ifanc, mae elfen o'r adnodd ar gael i gefnogi iechyd meddwl a llesiant staff ac arweinwyr ysgolion. Rwy'n sylweddoli bod straen ychwanegol pan fo sefyllfaoedd yn newid, ond rwy'n siŵr y byddai'r Aelod yn deall ein bod mewn sefyllfa sy'n newid yn gyflym. Gall achosion ac ystadegau a lefelau heintio newid yn gyflym iawn, ac er mai fy mwriad bron bob amser yw rhoi cymaint o rybudd â phosibl, weithiau mae llywodraethau'n wynebu sefyllfa lle mae'n rhaid iddynt weithredu'n gyflym iawn. O ran addysg gychwynnol i athrawon, rwy'n falch o ddweud ein bod wedi gweld lefel gref o recriwtio i raglenni addysg gychwynnol i athrawon eleni. Byddwn yn parhau i weithio gyda Chyngor y Gweithlu Addysg yng Nghymru i hyrwyddo addysgu fel gyrfa, a bobl bach, os oes yna adeg erioed i unigolion sydd eisiau gwneud gwahaniaeth i fywydau plant a phobl ifanc yng Nghymru, ac sy'n teimlo eu bod eisiau gwneud cyfraniad, byddai ein helpu i adfer yn y byd addysg ar ôl effeithiau COVID-19 nawr yn amser gwych i ystyried ac ymuno â'r proffesiwn.
English: Thank you, David. The operational guidance for schools sets out the control measures that need to be put in place to minimise the risk of transmission, including social distancing. Local authorities continue to work with their schools to ensure that all measures are put in place as far as possible.
Welsh: Diolch, David. Mae'r canllawiau gweithredol ar gyfer ysgolion yn nodi'r mesurau rheoli sydd angen eu rhoi ar waith i leihau'r risg o drosglwyddiad, gan gynnwys cadw pellter cymdeithasol. Mae awdurdodau lleol yn parhau i weithio gyda'u hysgolion i sicrhau bod yr holl fesurau'n cael eu rhoi ar waith cystal ag y bo modd.
English: Minister, we know that social distancing is our best defence in stopping transmission. Hygiene practice is also very important, but social distancing is really crucial. I think that we should be grateful to the professionalism of our teaching staff and the whole staff in complimenting schools, because we have not had the sort of transmission events that we've seen in higher education. Now, I realise that they are not comparable directly, but they are the same in that there are lots of young people gathering together. And, I think that it is really important that we maintain these best practices, and are thankful to all of the staff that have allowed us to maintain attendance rates in our schools in the high 80s. Obviously, we want to do even better than that to ensure that our young people get as full an education as possible.
Welsh: Weinidog, gwyddom mai cadw pellter cymdeithasol yw'r ffordd orau o atal trosglwyddiad y feirws. Mae arferion hylendid hefyd yn bwysig iawn, ond mae cadw pellter cymdeithasol yn hanfodol. Credaf y dylem fod yn ddiolchgar am broffesiynoldeb ein staff addysgu a'r holl staff wrth ganmol ysgolion, oherwydd nid ydym wedi gweld y lefelau trosglwyddo rydym wedi'u gweld mewn addysg uwch. Nawr, rwy'n sylweddoli nad oes modd eu cymharu'n uniongyrchol, ond maent yr un fath yn yr ystyr fod llawer o bobl ifanc yn ymgynnull. A chredaf ei bod yn bwysig iawn ein bod yn cynnal yr arferion gorau hyn, ac rydym yn ddiolchgar i'r holl staff sydd wedi ein galluogi i gadw cyfraddau presenoldeb yn ein hysgolion yn yr 80au uchel. Yn amlwg, rydym eisiau gwneud hyd yn oed yn well na hynny i sicrhau bod ein pobl ifanc yn cael addysg mor llawn ag sy'n bosibl.
English: Thank you, David, for recognising the huge amount of effort that has gone into our school settings to make them as COVID secure as possible. Like you, what we need to do is continually keep under review our support and guidance available to schools in the light of experience. There are things that we can learn from this first half-term of the new academic year - hence, issuing new guidance last week - in light of the experiences that we have. But, overall, we have seen strong levels of adherence to social distancing in our schools, for which I am very, very grateful. What's really important, as we head into half-term, is that young people remind themselves of the need to continue to social distance, not to gather in each other's homes over half-term, and to continue to follow the rules, because that gives us the best chance of minimising disruption to education going forward.
Welsh: Diolch, David, am gydnabod yr ymdrech enfawr a fu i sicrhau bod ein lleoliadau ysgol mor ddiogel â phosibl rhag COVID. Fel chithau, yr hyn y mae angen inni ei wneud yw parhau i adolygu ein cymorth a'n canllawiau sydd ar gael i ysgolion yng ngoleuni profiad. Mae pethau y gallwn eu dysgu o hanner tymor cyntaf y flwyddyn academaidd newydd - a dyna pam y cyhoeddwyd canllawiau newydd yr wythnos diwethaf - yng ngoleuni'r profiadau sydd gennym. Ond yn gyffredinol, rydym wedi gweld lefelau cryf o ymlyniad at fesurau cadw pellter cymdeithasol yn ein hysgolion, ac rwy'n ddiolchgar iawn am hynny. Yr hyn sy'n wirioneddol bwysig, wrth i ni agosáu at hanner tymor, yw bod pobl ifanc yn atgoffa eu hunain o'r angen i barhau i gadw pellter cymdeithasol, i beidio ag ymgynnull yng nghartrefi ei gilydd dros hanner tymor, ac i barhau i ddilyn y rheolau, oherwydd mae hynny'n rhoi'r cyfle gorau i ni leihau'r tarfu ar addysg wrth symud ymlaen.