English: I couldn't agree more with the Member. Our strategy's called 'High Standards and Aspirations for All', and that's to recognise that every single learner, regardless of their background, is entitled to have a school system that encourages their aspiration and gives them the best possible opportunity at fulfilling their potential. The range of measures that I set out, both in March and June, support teachers in developing their practice to support disadvantaged learners: some of that is about initial teacher education; some of it is about our new professional learning programmes; some of it is about a focus at a leadership level, on leadership strategies in schools, to support teachers; and some of it is about getting teachers to work in the schools that most need the skills of the best teachers. But there are also a number of interventions specifically to support learners directly: some of that's about reading and oracy, and you will recall me talking about the language and literacy programme for an additional 2,000 young people, which Bangor University's working with us on, to support communication skills and reading skills. But there are some challenging discussions that we will need to have as well around the practice of setting in schools and at which point that is most appropriate. There's a broader discussion, I think, for us to have in relation to that. The key, I think, in relation to both sets of measures that I set out is that they're a whole-system approach. It's a focus from early years, through to the schools and through further education, higher education and lifelong learning, and that common objective across the system, I think, is the key to making progress in this area. The school system, the education system, cannot do this on its own, but there are certainly things that we can do to contribute to closing the attainment gap. I am planning on bringing forward a statement before the end of this term, updating Members on where we are in relation to each of these initiatives.
Welsh: Rwy'n cytuno'n llwyr gyda'r Aelod. Enw ein strategaeth yw 'Safonau ac Uchelgeisiau Uchel i Bawb', a hynny i gydnabod bod gan bob dysgwr, ni waeth beth fo'u cefndir, hawl i gael system ysgol sy'n annog eu dyheadau ac sy'n rhoi'r cyfle gorau posibl iddynt gyflawni eu potensial. Mae'r ystod o fesurau a nodais, ym mis Mawrth a mis Mehefin, yn cynorthwyo athrawon i ddatblygu eu harferion i gefnogi dysgwyr difreintiedig: mae rhywfaint o hynny'n ymwneud ag addysg gychwynnol i athrawon; mae rhywfaint ohono'n ymwneud â'n rhaglenni dysgu proffesiynol newydd; mae rhywfaint ohono'n ymwneud â ffocws ar lefel arweinyddiaeth, ar strategaethau arwain mewn ysgolion, i gefnogi athrawon; ac mae rhywfaint ohono'n ymwneud â chael athrawon i weithio yn yr ysgolion sydd fwyaf o angen sgiliau'r athrawon gorau. Ond mae yna hefyd nifer o ymyriadau penodol i gefnogi dysgwyr yn uniongyrchol: mae rhywfaint o hynny'n ymwneud â darllen a llafaredd, ac fe fyddwch yn cofio imi sôn am y rhaglen iaith a llythrennedd ar gyfer 2,000 o bobl ifanc ychwanegol y mae Prifysgol Bangor yn gweithio gyda ni arni i gefnogi sgiliau cyfathrebu a sgiliau darllen. Ond mae yna rai trafodaethau heriol y bydd angen inni eu cael hefyd ynglŷn â'r arfer o setio mewn ysgolion ac ar ba bwynt y mae hynny'n fwyaf priodol. Rwy'n credu bod yna drafodaeth ehangach i ni ei chael mewn perthynas â hynny. Yr allwedd, rwy'n credu, mewn perthynas â'r ddwy gyfres o fesurau a nodais yw eu bod yn ddulliau system gyfan. Mae'n ffocws o'r blynyddoedd cynnar, drwodd i'r ysgolion a thrwy addysg bellach, addysg uwch a dysgu gydol oes, ac rwy'n credu mai'r amcan cyffredin hwnnw ar draws y system yw'r allwedd i wneud cynnydd yn y maes hwn. Ni all y system ysgolion, y system addysg, wneud hyn ar ei phen ei hun, ond yn sicr mae yna bethau y gallwn eu gwneud i gyfrannu at gau'r bwlch cyrhaeddiad. Rwy'n bwriadu cyflwyno datganiad cyn diwedd y tymor hwn i roi'r wybodaeth ddiweddaraf i'r Aelodau am ein sefyllfa mewn perthynas â phob un o'r cynlluniau hyn.