English: Thank you, Minister, for the statement. I think there are two things that parents like to hear about children in school: one is that they are developing to their utmost and are supported in doing that; and, secondly, that they are happy at school. And I very warmly welcome the one emphasis in this change, that we are not just looking at academic progress, but also at well-being and the pupil voice, and that is to be warmly welcomed. And also, if you look at the document - 44 pages long, even longer in Welsh - in terms of the well-being of teachers and learners, and I think that's the change that's coming as a result of this, and that's what was missing in what was described as the traffic-light system. Yes, it was simple, but it was easy to misinterpret what that meant in terms of your child, in terms of how they were supported and how happy they were in school. And I know, having spoken to a number of teachers who have taught in some schools that have been categorised as either amber or red, that that wasn't the reality; they weren't failing schools. I think simplicity, yes, is to be welcomed, but there is a real risk too, if it's that blunt, that we miss out on the nuances in terms of the individual schools, and that's where I disagree with Laura Anne Jones on this point. I also welcome your mention of the role of local authorities in this - that there needs to be agreement in terms of what support should be provided to schools in reaching the milestones. Does this mean that schools will then be empowered? Will there be more requirements for local authorities to be supporting those schools in order to deliver against the expectations? I'm thinking particularly in terms of additional learning needs, for example. We've discussed on a number of occasions the lack of access to ALN support through the medium of Welsh, for example, and this is something that primary schools have raised with me, where there isn't provision at the moment. So, will this empower those schools if they do see that they are failing those children in their care, and they feel that they aren't providing that well-being support and development? So, will there be implications if local authorities don't provide what schools believe is necessary in order for them to reach the milestones set out? The other question I have is in terms of Estyn. I see that they warmly welcome these changes and look forward to seeing their introduction, but are they willing to implement the national framework at a national level in terms of resources and so on? Because there will be a different format if you're carrying out ad hoc visits. Now, if a school is assessed every seven years, then it's quite consistent. But if there is a need for more support for schools, does that mean that there will be more of a resource demand on Estyn, and how will Estyn be supported in that regard? I warmly welcome the fact that there's to be an additional INSET day for this. One of the things we hear time and time again is about teacher workload, and I welcome, in your response to Laura Anne Jones, that you emphasise too that this will be a process. And I am aware that some teachers do self-evaluate already; it's something that can work well with governors too. But in terms of looking at some of the language, one of the things that has been a cause of concern is this idea of failure. You mentioned 'failures addressed' and so on. Aren't we trying to move away from this idea of failure or success, and trying to ensure - ? Unless they are in special measures, of course, isn't the main thing that we support every school to deliver to the best of their ability? I return to that fundamental point: where will the obligations fall if it's not the school's fault that they can't deliver, because the resources aren't available? I think there is a potential for a far more open dialogue in terms of some of the challenges in certain areas as to why pupils don't get the support that they need. But, mainly, I would emphasise that this is to be welcomed, but we must ensure that this doesn't place additional pressures on teachers, but should be seen as being positive, as you've presented it to us, which, hopefully, will put place an emphasis on the happiness and well-being of children in schools, and that they are supported to deliver to the best of their ability, not just supported to deliver those high grades; perhaps that grade isn't best for the child, in terms of, if they can't get to the A*, and the D is their best possible achievement, they are happy and have been supported to achieve that. Thank you.
Welsh: Diolch, Weinidog, am y datganiad heddiw. Dwi'n meddwl bod yna ddau beth mae rhieni yn hoffi clywed o ran plant mewn ysgolion: un ydy eu bod nhw'n datblygu hyd orau eu gallu nhw, a'n cael eu cefnogi i wneud hynny; a'r ail beth ydy eu bod nhw'n hapus yn yr ysgol. A dwi'n croesawu yn fawr yr un pwyslais yn y newid hwn, o ran ein bod ni ddim jest yn edrych ar y cynnydd academaidd, ond hefyd lles a llais dysgwyr, ac mae hynna i'w groesawu yn fawr. A hefyd y pwyslais - os ydych chi'n edrych ar y ddogfen 44 o dudalennau, neu fwy yn y Gymraeg - o ran lles ymarferwyr a dysgwyr, a dwi'n meddwl dyna'r newid sydd yn dod yn sgil hyn, a dyna oedd ar goll, dwi'n credu, yn y system oedd yn cael ei disgrifio fel goleuadau traffig. Ac oedd, mi oedd hi'n syml, ond mi oedd hi'n syml i gamddehongli beth oedd hynny'n ei olygu o ran eich plentyn chi, o ran sut oedden nhw'n cael eu cefnogi a pha mor hapus oedden nhw yn yr ysgol. A dwi'n gwybod, o ran siarad â nifer o athrawon sydd yn dysgu mewn rhai o'r ysgolion oedd wedi'u categoreiddio fel coch neu oren ac ati, nad dyna'r realiti; doedden nhw ddim yn ysgolion oedd yn methu, ond doedden nhw efallai ddim yn cyrraedd y pwynt yna. Wedyn, dwi'n meddwl mai symlrwydd - ydy, mae i'w groesawu, ond mae yna beryg gwirioneddol hefyd, os ydyn ni'n ei wneud o mor blunt â hynny, ein bod ni'n colli wedyn beth mae'n ei olygu o ran yr ysgol, a dyna lle dwi'n anghytuno â Laura Jones o ran hyn. Dwi hefyd yn croesawu eich bod chi wedi sôn ynglŷn â rôl awdurdodau lleol rŵan yn hyn - bod angen cytuno o ran pa gymorth y bydd angen ei roi i ysgolion o ran cyrraedd y meini prawf. A'r hyn roeddwn i eisiau ei ofyn i chi: ydy hyn yn golygu y bydd ysgolion wedyn yn cael eu grymuso? Fydd yna fwy o oblygiadau, wedyn, ar awdurdodau lleol, er enghraifft, i fod yn cefnogi'r ysgolion hynny ymhellach, er mwyn gallu cyflawni yr hyn mae disgwyliadau - ? Dwi'n meddwl yn benodol o ran anghenion dysgu ychwanegol, er enghraifft. Dŷn ni wedi trafod nifer o weithiau o ran, mewn rhai ardaloedd, y diffyg mynediad i anghenion dysgu ychwanegol yn y Gymraeg, er enghraifft, ac mae hyn yn rhywbeth mae ysgolion cynradd wedi'i godi efo fi, lle nad oes darpariaeth ar y funud. Ydy hyn felly yn mynd i rymuso'r ysgolion hynny, os ydyn nhw felly yn gweld bod hyn yn methu'r plant hynny sydd yn eu gofal nhw, a'u bod nhw felly yn teimlo nad ydyn nhw yn rhoi y cynnydd a'r lles hynny? Ydy hyn yn mynd i rymuso wedyn, ac oes yna oblygiadau yn mynd i fod os ydy awdurdodau lleol ddim yn darparu'r hyn mae ysgolion yn credu sy'n angenrheidiol er mwyn iddyn nhw gyrraedd y meini prawf? Y cwestiwn arall sydd gen i ydy o ran Estyn. Dwi'n gweld eu bod nhw'n croesawu yn fawr y newidiadau hyn, yn edrych ymlaen at rai o'r newidiadau hyn, ond ydyn nhw yn barod i weithredu'r fframwaith newydd ar lefel genedlaethol o ran yr adnoddau ac ati? Oherwydd, yn amlwg, mae yna sail wahanol os ydych chi'n mynd i fod yn gwneud ymweliadau ad hoc ac ati. Mae o'n eithaf cyson o ran trefnu os ydy ysgol yn cael asesiad bob saith mlynedd, ond os oes angen mwy o gymorth ar ysgolion rŵan, ydy hynna'n golygu bod yna fwy o adnoddau eu hangen ar Estyn, a sut fydd Estyn yn cael eu cefnogi ar hyn? Dwi'n croesawu'n fawr fod yna ddiwrnod hyfforddiant mewn swydd ychwanegol o ran hyn. Un o'r pethau dŷn ni'n ei glywed dro ar ôl tro ydy llwyth gwaith athrawon, a dwi'n croesawu, yn eich ymateb i Laura Anne Jones, eich bod chi wedi pwysleisio hefyd fod hon yn mynd i fod yn broses. A dwi'n ymwybodol bod rhai athrawon yn hunanasesu yn barod o ran ysgolion; mae o'n rhywbeth sydd yn gweithio'n dda rhwng llywodraethwyr. Ond o ran edrych ar beth o'r ieithwedd, mae un o'r pethau sydd wedi bod yn codi pryder, y syniad yma o fethu, yn dal i fod. Gwnaethoch chi sôn ynglŷn â ' failures addressed ' ac ati. Onid ydyn ni'n trio symud yn ôl o'r syniad o fethu neu lwyddo, a'n bod ni yn trio sicrhau - ? Ar wahân iddyn nhw fod mewn mesurau arbennig, onid yw'r prif beth trio cefnogi pob ysgol i gyrraedd gorau eu gallu? A dwi'n mynd nôl at y pwynt sylfaenol, felly: ble bydd yr oblygiadau yn disgyn os nad bai'r ysgol ydy o ei bod hi'n methu cyflawni, fod yr adnoddau ddim ar gael? Dwi'n meddwl bod yna botensial felly o ran deialog lot mwy agored o ran rhai o'r heriau mewn rhai ardaloedd o ran pam felly mae disgyblion yn methu â derbyn y gefnogaeth y maen nhw ei hangen. Ond, yn bennaf oll, dwi'n meddwl bod hyn i'w groesawu, ond mae'n rhaid inni sicrhau dyw hyn ddim wedyn yn rhoi straen ychwanegol ar athrawon, ond yn cael ei weld fel rydych chi wedi ei gyflwyno fo inni, fel peth positif, cadarnhaol, sydd, gobeithio, yn mynd i roi y pwyslais ar les a pha mor hapus ydy plant yn yr ysgolion, ynghyd â'r ffaith eu bod nhw'n cael eu cefnogi i lwyddo i orau eu gallu, nid dim ond eu cefnogi i gyrraedd y graddau uchel hynny; efallai dyw'r gradd yna ddim y gorau ar gyfer y plentyn yna, o ran, os dydyn nhw ddim yn gallu cyrraedd yr A*, a bod y D neu beth bynnag yn mynd i fod y cyflawniad gorau posib, maen nhw'n hapus ac wedi eu cefnogi i gyrraedd hynny. Diolch.