English: I think this is an exercise in how not to write a motion, because it's so full of grandiose statements and hyperbole, but nothing about the complexity of the current situation that schools are facing, and also, I think, pre-empting the work of our colleagues on the children and young people's committee. So, as a set of proposals, it covers at least four different subjects - it's hard to know where to start. Nevertheless, Suzy Davies and Delyth Jewell have both made some important points, which need to be considered by the children and young people's committee, but I really think the motion itself doesn't do justice to either party, because the amendments don't really clear it up. I think that we clearly have to give priority to the mental well-being of young people in the new curriculum, because we know that many young people have suffered profoundly as a result of the lockdown, and we need to really ensure that this doesn't happen going forward. I visited the school where I'm a governor - the secondary school where I'm a governor - in my constituency today, and I was really impressed by the arrangements made at St Teilo's for the well-being of students and for staff. I thought the plans were exemplary, and each of the teachers move classroom rather than the pupils, as is normal in secondary school, but that enables each class within each year group to be in separate bubbles. So, each year group has its own separate section of the building with its own outdoor play area, and each classroom has the windows open so that there's proper ventilation. Year 7 has no difficulty in following any of this, because this is pretty much a continuation of what happens in primary school. Year 8 - there was some very dedicated learning and excellent teaching going on, and what happens in year 8 is that there is an achievement officer who sits in the corridor outside these eight classrooms, and she is available to supervise any of the reasons why a pupil is leaving the classroom during a lesson, and is also available to talk to pupils about things that may be worrying them and which could be getting in the way of their learning. I spoke to a 13-year-old who said she liked the new arrangements, as it made it easier for her to meet up with her friends during the mid-morning and lunch break, as they're not all being dispersed into different sections of what is quite a large school. I was particularly struck by the amended learning arrangements for young people who are finding it very difficult to follow the full secondary curriculum, and many of the pupils I went to see who are having a much more intense ratio of teachers to pupils said they much preferred this system of teaching rather than being in a classroom of 20 to 30 pupils. Clearly, it's much more expensive if you have more adults to the ratio of pupils - that is much more expensive. But I was also very impressed by the way in which the headteacher was approaching the well-being of his staff as well, and particular arrangements have been put in place for those members of staff who were finding living through this pandemic a very worrying experience. It's difficult to predict who's going to be badly affected by this, but they were very sensitive arrangements - changing of people's timetables, amending of people's hours - to ensure that those people didn't simply go off on sick and then you've got to bring in supply teachers, which increases the risk. One of the other things that's really important for all schools to ensure is happening is that any pupil who has been identified as needing a test is simply not allowed back into school until they've had a test and it's proved to be negative. And where it's been proved to be positive - and it's only happened in a very few cases - the headteacher has already done the risk assessment arrangements behind that individual child so that they know exactly what action needs to be taken as a result of that positive test. So, I think that this school is running a very safe ship. I like the wording of the relevant amendment - I think it's amendment 8 of the Conservatives' amendments - but I think it would be wrong to assume that all schools are managing this very strange situation in as good a way as St Teilo's is doing, and I wonder what role Estyn and the consortiums are playing to ensure that all schools have really robust risk assessment and teaching and learning plans to ensure that all our pupils are learning as well as possible in these very strange circumstances that we're all living under. Lastly, I just want to say -
Welsh: Rwy'n credu bod hwn yn ymarfer o ran sut i beidio ag ysgrifennu cynnig, oherwydd mae mor llawn o ddatganiadau mawreddog a gormodiaith, ond dim am gymhlethdod y sefyllfa bresennol y mae ysgolion yn ei hwynebu, a hefyd, rwy'n meddwl ei fod yn achub y blaen ar waith ein cyd-Aeodau yn y pwyllgor plant a phobl ifanc. Felly, fel cyfres o gynigion, mae'n cwmpasu o leiaf bedwar pwnc gwahanol - mae'n anodd gwybod ble i ddechrau. Serch hynny, mae Suzy Davies a Delyth Jewell ill dwy wedi gwneud pwyntiau pwysig y bydd angen i'r pwyllgor plant a phobl ifanc eu hystyried, ond rwy'n credu mewn gwirionedd nad yw'r cynnig ei hun yn gwneud cyfiawnder â'r naill ochr na'r llall, oherwydd nid yw'r gwelliannau'n ei glirio mewn gwirionedd. Credaf ei bod yn amlwg fod yn rhaid inni roi blaenoriaeth i les meddyliol pobl ifanc yn y cwricwlwm newydd, oherwydd gwyddom fod llawer o bobl ifanc wedi dioddef yn fawr o ganlyniad i'r cyfyngiadau symud, ac mae angen inni sicrhau o ddifrif nad yw hyn yn digwydd wrth symud ymlaen. Ymwelais â'r ysgol lle rwy'n llywodraethwr - yr ysgol uwchradd lle rwy'n llywodraethwr - yn fy etholaeth heddiw, a gwnaeth y trefniadau a wnaed yn ysgol Teilo Sant er lles myfyrwyr a staff argraff fawr arnaf. Roeddwn yn meddwl bod y cynlluniau'n rhagorol, a'r holl athrawon sy'n symud o un ystafell ddosbarth i'r llall, yn hytrach na'r disgyblion fel sy'n arferol yn yr ysgol uwchradd, ond mae hynny'n galluogi pob dosbarth o fewn pob grŵp blwyddyn i fod mewn swigod ar wahân. Felly, mae gan bob grŵp blwyddyn ei ran ei hun ar wahân o'r adeilad gyda'i le chwarae awyr agored ei hun, ac mae ffenestri ar agor i bob ystafell ddosbarth iddi gael ei hawyru'n briodol. Nid yw Blwyddyn 7 yn ei chael yn anodd dilyn hyn, am ei fod fwy neu lai'n barhad o'r hyn sy'n digwydd yn yr ysgol gynradd. Blwyddyn 8 - cafwyd rhywfaint o ddysgu pwrpasol iawn ac addysgu rhagorol, a'r hyn sy'n digwydd ym mlwyddyn 8 yw bod swyddog cyflawniad yn eistedd yn y coridor y tu allan i'r wyth ystafell ddosbarth, ac mae ar gael i oruchwylio unrhyw un o'r rhesymau pam fod disgybl yn gadael yr ystafell ddosbarth yn ystod gwers, a hefyd ar gael i siarad â disgyblion am bethau a allai fod yn eu poeni ac a allai fod yn amharu ar eu dysgu. Siaradais â rhywun 13 oed a ddywedodd ei bod yn hoffi'r trefniadau newydd, gan ei fod yn ei gwneud yn haws iddi gyfarfod â'i ffrindiau yn ystod egwyl canol y bore ac amser cinio, gan nad ydynt i gyd yn cael eu gwasgaru i wahanol rannau o'r hyn sy'n ysgol eithaf mawr. Fe'm trawyd yn arbennig gan y trefniadau dysgu diwygiedig ar gyfer pobl ifanc sy'n ei chael yn anodd iawn dilyn y cwricwlwm uwchradd llawn, a dywedodd llawer o'r disgyblion yr euthum i'w gweld sydd ar gymhareb lawer mwy dwys o athrawon i ddisgyblion fod yn llawer gwell ganddynt y system addysgu hon yn hytrach na bod mewn ystafell ddosbarth o 20 i 30 o ddisgyblion. Yn amlwg, mae'n ddrutach o lawer os oes gennych gymhareb o fwy o oedolion i ddisgyblion - mae hynny'n ddrutach o lawer. Ond fe'm trawyd yn fawr hefyd gan y ffordd roedd y pennaeth yn ymdrin â lles ei staff, ac mae trefniadau penodol wedi'u rhoi ar waith ar gyfer aelodau o staff sy'n teimlo bod byw drwy'r pandemig hwn yn brofiad pryderus iawn. Mae'n anodd rhagweld pwy fydd hyn yn cael eu heffeithio'n wael gan hyn, ond roeddent yn drefniadau sensitif iawn - newid amserlenni pobl, diwygio oriau pobl - er mwyn sicrhau nad oedd y bobl hynny'n mynd yn absennol oherwydd salwch a bod rhaid dod ag athrawon cyflenwi i mewn, sy'n cynyddu'r risg. Un o'r pethau eraill sy'n bwysig iawn i bob ysgol sicrhau ei fod yn digwydd yw nad yw unrhyw ddisgybl y nodwyd bod angen prawf arnynt yn cael eu caniatáu yn ôl i'r ysgol nes eu bod wedi cael prawf a'i fod yn negatif. A lle cafwyd prawf positif - a dim ond mewn ychydig iawn o achosion y digwyddodd - mae'r pennaeth eisoes wedi gwneud y trefniadau asesu risg ar gyfer y plentyn unigol fel eu bod yn gwybod yn union pa gamau y mae angen eu cymryd o ganlyniad i'r prawf positif hwnnw. Felly, credaf fod yr ysgol hon yn dilyn trywydd diogel iawn. Rwy'n hoffi geiriad y gwelliant perthnasol - credaf mai gwelliant 8 o welliannau'r Ceidwadwyr ydyw - ond credaf y byddai'n anghywir tybio bod pob ysgol yn rheoli'r sefyllfa ryfedd hon mewn ffordd gystal ag y mae Teilo Sant yn ei wneud, a tybed pa rôl y mae Estyn a'r consortia yn ei chwarae i sicrhau bod gan bob ysgol gynlluniau asesu risg ac addysgu a dysgu cadarn iawn i sicrhau bod ein holl ddisgyblion yn dysgu cystal â phosibl yn yr amgylchiadau rhyfedd hyn rydym i gyd yn byw trwyddynt. Yn olaf, rwyf am ddweud -