English: I thank the Member for a wide-ranging set of questions. I hope that she will forgive me if I limit my responses to those that are relevant to the statement. But I think that the question from the Member very neatly exemplified the confusion at the heart of the system that this set of changes is intended to eliminate. At various points in her questions, she spoke about performance, she spoke about Estyn reports and she spoke about the categorisation system as though they were one and the same, and that's precisely the challenge that schools have faced. Because although the policy was introduced in a way that was intended to support schools to improve, in practice what it has meant is a focus on the categorisation at the expense of the underlying support that schools need to seek, because there's a disincentive in the system that is created by the simple designation. I actually agree with her that simplicity is desirable in the interests of transparency, but I think a system that is both simple and effective is what is needed, and I think we need to move away from the current arrangements in order to achieve that. I think it is important to make sure that parents have a means of easily understanding how their child's school is progressing, and I think, very clearly, having a top-line descriptor is an insufficient indicator for parents of the progress of a school and, most importantly, the support available to their learners. A parent wanting to know how their child's school is performing will be able to look at an accessible summary of the school's development plan, will also be able to look, for example, at qualifications data and the range of information that is on the My School website, which describes, in helpful detail, I think, the kinds of things that the Member was asking about in her question, and I think will provide a richer and accessible source of information for parents to understand how their schools are doing. And that's from a school improvement perspective. They will equally have, for those who wish to seek them out and read them, an Estyn report, which, in very simple terms, describes, from an accountability point of view, how that school is doing much more broadly. So, there'll be a wider range of accessible information available to parents, the community and, indeed, to all of us. She asked about teacher workload: she will, I know, be aware that these are reforms on which we've been consulting for some time, and therefore teachers are very aware of this set of potential changes. Nothing in the guidance requires schools to take any immediate action. And, indeed, she will also know, I'm sure, that categorisation has in fact been paused in Wales for the last two years, and what this guidance does is confirm the continuation of a situation where categorisation doesn't apply. So, I'm very hopeful that that will be, as it has been, well received by the teaching profession as meeting both the needs of learners without imposing an excessive workload on them.
Welsh: Diolch i'r Aelod am set eang o gwestiynau. Gobeithio y bydd yn maddau imi os cyfyngaf fy ymatebion i'r rheini sy'n berthnasol i'r datganiad. Ond rwy'n credu bod y cwestiwn gan yr Aelod yn dangos yn daclus iawn y dryswch sydd wrth wraidd y system mai bwriad y set hon o newidiadau yw dileu. Ar wahanol adegau yn ei chwestiynau, siaradodd am berfformiad, siaradodd am adroddiadau Estyn a siaradodd am y system gategoreiddio fel pe baen nhw yr un peth, a dyna'r union her y mae ysgolion wedi'i hwynebu. Oherwydd er i'r polisi gael ei gyflwyno mewn ffordd a fwriadwyd i gefnogi ysgolion i wella, yn ymarferol yr hyn y mae wedi'i olygu yw canolbwyntio ar y categoreiddio ar draul y cymorth sylfaenol y mae angen i ysgolion ei geisio, oherwydd mae anghymhelliad yn y system a grëir gan y dynodiad syml. Rwy'n cytuno â hi mewn gwirionedd fod symlrwydd yn ddymunol er mwyn sicrhau tryloywder, ond rwy'n credu mai system sy'n syml ac yn effeithiol yw'r hyn sydd ei hangen, ac rwy'n credu bod angen inni symud oddi wrth y trefniadau presennol er mwyn cyflawni hynny. Rwy'n credu ei bod yn bwysig sicrhau bod gan rieni ffordd o ddeall yn hawdd sut mae ysgol eu plentyn yn datblygu, ac rwy'n credu, yn amlwg iawn, fod cael disgrifydd llinell uchaf yn ddangosydd annigonol i rieni o gynnydd ysgol ac, yn bwysicaf oll, y cymorth sydd ar gael i'w dysgwyr. Bydd rhiant sydd eisiau gwybod sut mae ysgol eu plentyn yn perfformio yn gallu edrych ar grynodeb hygyrch o gynllun datblygu'r ysgol, a hefyd yn gallu edrych, er enghraifft, ar ddata cymwysterau a'r ystod o wybodaeth sydd ar wefan Fy Ysgol, sy'n disgrifio, yn fanwl iawn, rwy'n credu, y mathau o bethau yr oedd yr Aelod yn gofyn amdanyn nhw yn ei chwestiwn, ac rwy'n credu y bydd yn darparu ffynhonnell wybodaeth gyfoethocach a hygyrch i rieni ddeall sut mae eu hysgolion yn gwneud. Ac mae hynny o safbwynt gwella ysgolion. Yn yr un modd, bydd ganddyn nhw, i'r rheini sy'n dymuno eu ceisio a'u darllen, adroddiad gan Estyn, sydd, mewn termau syml iawn, yn disgrifio, o safbwynt atebolrwydd, sut y mae'r ysgol honno'n gwneud yn llawer mwy eang. Felly, bydd ystod ehangach o wybodaeth hygyrch ar gael i rieni, y gymuned ac, yn wir, i bob un ohonom ni. Gofynnodd am lwyth gwaith athrawon: gwn y bydd yn ymwybodol mai diwygiadau yw'r rhain yr ydym wedi bod yn ymgynghori arnyn nhw ers peth amser, ac felly mae athrawon yn ymwybodol iawn o'r set hon o newidiadau posibl. Nid oes dim yn y canllawiau sy'n ei gwneud yn ofynnol i ysgolion gymryd unrhyw gamau ar unwaith. Ac, yn wir, bydd hefyd yn gwybod, rwy'n siŵr, fod categoreiddio wedi'i ohirio yng Nghymru am y ddwy flynedd ddiwethaf, a'r hyn y mae'r canllawiau hyn yn ei wneud yw cadarnhau parhad sefyllfa lle nad yw categoreiddio'n berthnasol. Felly, rwy'n obeithiol iawn y bydd hynny, fel y mae wedi bod, yn cael derbyniad da gan y proffesiwn addysgu fel un sy'n diwallu anghenion dysgwyr heb osod llwyth gwaith gormodol arnyn nhw.