techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: The Member will be aware that, this summer, the Welsh Government funded the school holiday enrichment programme, or the lunch and fun programme, predominantly aimed at disadvantaged children so that they could access educational provision and a hot meal during the school holidays. That programme has been very successful, and we hope to be able to fund even more local authorities next summer to be able to offer those opportunities. We continue to support those families that are foster caring with additional advice on how they can make an impact. But what's really important to remember - if you listen to children who are looked after, what they tell you time and time again is that they don't want to be stigmatised and they don't want to be seen to be treated any differently from their cohorts, and that's really important to those children. We are supporting them within mainstream education - not singling them out, but giving those schools additional resources to help those children's education. Importantly, we're seeing results, because results are improving for that group of learners.
Welsh: Bydd yr Aelod yn ymwybodol fod Llywodraeth Cymru, yr haf hwn, wedi ariannu rhaglen gwella gwyliau'r haf, neu'r rhaglen bwyd a hwyl, a oedd wedi'i hanelu'n bennaf at blant difreintiedig fel y gallent gael mynediad at ddarpariaeth addysgol a phryd bwyd poeth yn ystod y gwyliau ysgol. Mae'r rhaglen honno wedi bod yn llwyddiannus iawn, ac rydym yn gobeithio gallu ariannu hyd yn oed mwy o awdurdodau lleol i allu cynnig y cyfleoedd hynny yr haf nesaf. Rydym yn parhau i gefnogi'r teuluoedd sy'n darparu gofal maeth drwy roi cyngor ychwanegol ynglŷn â sut y gallant gael effaith. Ond yr hyn sy'n wirioneddol bwysig i'w gofio - os gwrandewch ar blant sy'n derbyn gofal, yr hyn a ddywedant wrthych dro ar ôl tro yw nad oes arnynt eisiau cael eu stigmateiddio ac nad oes arnynt eisiau cael eu gweld yn cael eu trin yn wahanol i'w cyfoedion, ac mae hynny'n wirioneddol bwysig i'r plant hyn. Rydym yn eu cefnogi mewn addysg brif ffrwd - nid eu neilltuo, ond rhoi adnoddau ychwanegol i'r ysgolion i helpu addysg y plant hynny. Yn bwysig, rydym yn gweld canlyniadau, gan fod y canlyniadau yn gwella ar gyfer y grŵp hwnnw o ddysgwyr.
English: Thank you, Angela. On Monday, I announced our plans for implementing the Additional Learning Needs and Education Tribunal (Wales) Bill, which is at the heart of our ambitious programme to transform the education and support for learners with ALN. The code will be consulted on next year and will be in place by the end of 2019.
Welsh: Diolch, Angela. Ddydd Llun, cyhoeddais ein cynlluniau ar gyfer rhoi Bil Anghenion Dysgu Ychwanegol a'r Tribiwnlys Addysg (Cymru) ar waith, sydd wrth wraidd ein rhaglen uchelgeisiol i drawsnewid addysg a chymorth i ddysgwyr ag anghenion dysgu ychwanegol. Cynhelir ymgynghoriad ar y cod y flwyddyn nesaf, a bydd ar waith erbyn diwedd 2019.
English: Cabinet Secretary, thank you. I welcome the passing of Stage 4 of the additional learning needs Bill yesterday, and noted with interest the statement you issued earlier this week on implementing the new code. However, I would like clarity on the advice that you are providing to local education authorities as to the interim measures that are in place now that the Bill has been passed. I've raised this issue before with previous education Secretaries, because it seems that there is a reluctance by authorities to give out statements because the new system is coming. With the implementation phase not due to be completed until 2023, what assurances can you provide that full support will continue over the intervening years and that local authorities will not row back on providing support for those very vulnerable children?
Welsh: Ysgrifennydd y Cabinet, diolch. Rwy'n croesawu'r ffaith bod Cam 4 y Bil anghenion dysgu ychwanegol wedi cael ei basio ddoe, a nodais â diddordeb y datganiad a gyhoeddwyd gennych yn gynharach yr wythnos hon ar weithredu'r cod newydd. Fodd bynnag, hoffwn eglurhad ynglŷn â'r cyngor rydych yn ei ddarparu i awdurdodau addysg lleol ynghylch y mesurau dros dro sydd ar waith yn awr gan fod y Bil wedi cael ei basio. Rwyf wedi codi'r mater hwn o'r blaen gyda chyn-Ysgrifenyddion addysg, gan ei bod yn ymddangos yn amlwg i mi nad yw'r awdurdodau'n awyddus i gyhoeddi datganiadau gan fod y system newydd ar y ffordd. O gofio nad yw'r cyfnod gweithredu i fod i gael ei gwblhau tan 2023, pa sicrwydd y gallwch ei roi y bydd cefnogaeth lawn yn parhau dros y blynyddoedd cyfamserol ac na fydd awdurdodau lleol yn cyfyngu ar y cymorth a ddarperir i'r plant hyn sy'n agored iawn i niwed?
English: Only this morning, I met with the leader of the Welsh Local Government Association, and the implementation of the additional learning needs Bill was an item on that agenda. What's absolutely clear is that we are introducing a phased approach, so that we can successfully move from one system to the other. But I've been quite clear in my statement that new children coming into the system, or being newly identified in the system, should be put onto the new programme. They should be put onto the new programme, and what we are looking to transition across are those children who already have a statutory statement of educational needs, focusing at first on those children who are at very important stages in their education, which is usually the move from primary school into secondary school or from secondary school into further or higher education, and that will be a rolling programme. Newly identified children should be put on the new approach.
Welsh: Y bore yma, cyfarfûm ag arweinydd Cymdeithas Llywodraeth Leol Cymru, ac roedd y broses o roi'r Bil anghenion dysgu ychwanegol ar waith yn eitem ar yr agenda honno. Yr hyn sy'n gwbl glir yw ein bod yn cyflwyno dull gweithredu fesul cam, fel y gallwn newid o un system i'r llall yn llwyddiannus. Ond rwyf wedi bod yn gwbl glir yn fy natganiad y dylid cynnwys plant newydd sy'n dod i mewn i'r system, neu sy'n cael eu nodi o'r newydd o fewn y system, yn y rhaglen newydd. Dylid eu cynnwys yn y rhaglen newydd, ac rydym yn ceisio trosglwyddo'r plant sydd â datganiad statudol o anghenion addysgol eisoes, gan ganolbwyntio yn gyntaf ar blant sydd ar gamau pwysig iawn o'u haddysg, sef y newid, fel arfer, o'r ysgol gynradd i'r ysgol uwchradd neu o'r ysgol uwchradd i addysg bellach neu addysg uwch, a bydd honno'n rhaglen dreigl. Dylid cynnwys plant a nodir o'r newydd yn y dull newydd.
English: The Cabinet Secretary will probably be aware of Coleg Elidyr, which is a specialist further education college in my constituency. I was wondering if the Cabinet Secretary would be prepared to look again at amending the terminology used in the draft code to describe institutions like Coleg Elidyr, which is more in line with that which the sector would prefer but also Estyn as well. I'm happy to meet with the Cabinet Secretary to provide some further information, if that's helpful.
Welsh: Mae'n debyg y bydd Ysgrifennydd y Cabinet yn ymwybodol o Goleg Elidyr, sef coleg addysg bellach arbenigol yn fy etholaeth. Tybed a fyddai Ysgrifennydd y Cabinet yn barod i edrych eto ar ddiwygio'r derminoleg a ddefnyddir yn y cod drafft i ddisgrifio sefydliadau fel Coleg Elidyr, sy'n cyd-fynd yn well â'r hyn y byddai'r sector yn ei ffafrio, ond Estyn yn ogystal. Rwy'n fwy na pharod i gyfarfod ag Ysgrifennydd y Cabinet i roi rhagor o fanylion, pe bai hynny o gymorth.
English: Of course, I'm aware that the Welsh Government funds a number of students to undertake study at Coleg Elidyr, and the whole purpose of the process going forward is that we can work collectively to get the code right, and I would be very pleased to meet with the Member to talk about any concerns that he has. Of course, the code will be subject to full scrutiny by the committee here at the National Assembly and to a vote by the Assembly as a whole. That's the reason why we're going out to consultation so that the code is correct, but if the Member has specific concerns about wording, I'm very happy to look at it.
Welsh: Wrth gwrs, rwy'n ymwybodol fod Llywodraeth Cymru yn ariannu nifer o fyfyrwyr i astudio yng Ngholeg Elidyr, a holl ddiben y broses wrth symud ymlaen yw y gallwn weithio ar y cyd i sicrhau bod y cod yn iawn, a buaswn yn barod iawn i gyfarfod â'r aelod i siarad am unrhyw bryderon sydd ganddo. Wrth gwrs, bydd y pwyllgor yma yn y Cynulliad Cenedlaethol yn craffu'n llawn ar y cod a bydd y Cynulliad yn ei gyfanrwydd yn pleidleisio arno. Dyna pam y byddwn yn ymgynghori er mwyn sicrhau bod y cod yn gywir, ond os oes gan yr Aelod unrhyw bryderon penodol ynglŷn â geiriad, rwy'n fwy na pharod i edrych ar y mater.
English: Diolch yn fawr, Llyr. The Welsh Government respects the choice that some parents make to home educate their children. I'm considering how we can strengthen the support available to the home-educating community, not just limited to education support and services, but to include universal and specialist support services, where appropriate.
Welsh: Diolch yn fawr, Llyr. Mae Llywodraeth Cymru yn parchu dewis rhai rhieni i addysgu eu plant gartref. Rwy'n ystyried sut y gallwn gryfhau'r cymorth sydd ar gael i'r gymuned addysgu yn y cartref, nid cymorth addysg a gwasanaethau yn unig, ond gwasanaethau cymorth cyffredinol ac arbenigol hefyd, lle bo hynny'n briodol.
English: Thank you, Llyr. I think it is important that you said that being home educated in itself is not an indicator for risk or abuse to children. The Welsh Government did publish revised non-statutory guidance in January of last year, but you will be aware that I have accepted in principle the Children's Commissioner for Wales's recommendation for a statutory elective home-education register. Officials are currently working on the further detail of how that can be taken forward. But I have to offer a word of caution: that register would only apply to children of a statutory school age, and it cannot and it will not be the answer to those children who are unseen by the system, because even a register that is brought forward would only apply to children from the age of five and, potentially, there are children who could spend the first five years of their life unseen by services. And I think, whilst we can move forward in this regard, we have to be mindful that this is not the sole answer to the issue of safeguarding children whose parents, for whatever reason, are determined to keep them hidden from authority.
Welsh: Diolch, Llyr. Credaf ei bod yn bwysig eich bod wedi dweud nad yw addysgu yn y cartref ynddo'i hun yn ddangosydd o risg neu gam-drin plant. Cyhoeddwyd canllawiau anstatudol diwygiedig gan Lywodraeth Cymru ym mis Ionawr y llynedd, ond byddwch yn gwybod fy mod wedi derbyn mewn egwyddor argymhelliad Comisiynydd Plant Cymru ynglŷn â chofrestr statudol ar gyfer addysg ddewisol yn y cartref. Mae swyddogion wrthi'n gweithio ar y manylion pellach o ran sut y gellir bwrw ymlaen â hynny. Ond mae'n rhaid i mi roi gair o rybudd: ni fyddai'r gofrestr honno ond yn cynnwys plant o oedran ysgol statudol, ac ni all fod ac ni fydd yn ateb mewn perthynas â'r plant nad yw'r system yn eu gweld, gan y byddai cyflwyno cofrestr, hyd yn oed, ond yn berthnasol i blant pum mlwydd oed a hŷn, ac o bosibl, gallai plant dreulio pum mlynedd gyntaf eu bywydau heb i'r gwasanaethau eu gweld. Ac yn fy marn i, er y gallwn symud ymlaen yn hyn o beth, rhaid i ni gofio nad dyma'r unig ateb o ran diogelu plant y mae eu rhieni, am ba reswm bynnag, yn benderfynol o'u cuddio rhag yr awdurdodau.
English: Cabinet Secretary, I'm pleased that you said that you respect the decision of parents who do wish to home school their children. It is a viable legal option and works very well in many cases. But you're also quite right to point out concerns that children who are home schooled need to be monitored in the same way as children who can also disappear from the system when they're actually in what you would call a conventional school environment. Given what you've just said about the way that a register may well miss some of those children, what other potential is there for making sure that children - I think under the age of five you mentioned - don't slip through the gaps, whether they're in conventional schooling or home schooling, and that we are looking out for all our children?
Welsh: Ysgrifennydd y Cabinet, rwy'n falch eich bod wedi dweud eich bod yn parchu penderfyniad rhieni sy'n dymuno addysgu eu plant gartref. Mae'n opsiwn cyfreithlon ac ymarferol sy'n gweithio'n dda iawn mewn nifer o achosion. Ond rydych hefyd yn iawn i nodi pryderon fod angen monitro plant sy'n cael eu haddysgu gartref yn yr un modd â phlant a all ddiflannu o'r system pan fyddant o fewn yr hyn y byddech yn ei alw'n amgylchedd ysgol confensiynol. O gofio'r hyn rydych newydd ei ddweud ynglŷn â'r ffordd y gallai cofrestr fethu rhai o'r plant hynny, pa botensial arall sydd yna i sicrhau nad yw plant - credaf mai o dan bump oed y dywedoch chi - yn llithro drwy'r bylchau, pa un a ydynt yn mewn ysgol gonfensiynol neu'n cael addysg yn y cartref, a'n bod yn edrych ar ôl ein holl blant?
English: The reason I mentioned the issue of potential gaps is because the powers that we have would allow - and they're existing powers, it should be said, for local authorities to satisfy themselves that children are in receipt of an adequate education. Those powers already exist, and I have given additional resources to local authorities to gain a greater understanding of the level of elective home education in their own areas and the reasons why parents choose it. Clearly, there will have to be measures undertaken by other Cabinet colleagues to look to safeguard those children who are below a statutory education age, and that's why, only last week, I, myself, and the Minister for children met with the national safeguarding board to discuss options with regard to children under the statutory education age.
Welsh: Y rheswm y soniais am fylchau posibl yw oherwydd y byddai'r pwerau sydd gennym yn caniatáu - ac maent yn bwerau sy'n bodoli'n barod, dylid dweud hynny, i awdurdodau lleol fod yn sicr fod plant yn cael addysg ddigonol. Mae'r pwerau hynny yn bodoli eisoes, ac rwyf wedi darparu adnoddau ychwanegol i awdurdodau lleol gael gwell dealltwriaeth o lefel addysg ddewisol yn y cartref yn eu hardaloedd eu hunain a'r rhesymau pam fod rhieni yn dewis gwneud hynny. Yn amlwg, bydd yn rhaid i gyd-Aelodau eraill yn y Cabinet ymgymryd â mesurau i geisio diogelu'r plant sy'n iau na'r oedran addysg statudol, a dyna pam y cefais i a'r Gweinidog plant gyfarfod gyda'r bwrdd diogelu plant cenedlaethol yr wythnos diwethaf i drafod yr opsiynau mewn perthynas â phlant o dan yr oedran addysg statudol.
English: Thank you, Vikki. I have encouraged and will continue to encourage strong engagement between schools and universities. This was the main theme of the recent civic mission summit in October and was highlighted as a key theme in my remit letter to the Higher Education Funding Council for Wales.
Welsh: Diolch, Vikki. Rwyf wedi annog a byddaf yn parhau i annog ymgysylltiad cryf rhwng ysgolion a phrifysgolion. Dyma oedd prif thema'r uwchgynhadledd cenhadaeth ddinesig diweddar ym mis Hydref, ac fe'i hamlygwyd fel thema allweddol yn fy llythyr cylch gwaith i Gyngor Cyllido Addysg Uwch Cymru.
English: Thank you, Cabinet Secretary. I was very interested to read both of those documents. From my own experience, the school that I taught in had very strong links with the University of South Wales, which was very beneficial to our students. I also believe the Seren network - previously mentioned - although focusing on our most able and talented students, has wider benefits to schools too. But I am concerned that we need to do more to integrate these approaches more generally into schools, especially in areas such as my own constituency that don't lie in immediate proximity to a university. How will you take this forward to ensure that these types of students do not lose out?
Welsh: Diolch, Ysgrifennydd y Cabinet. Roedd yn ddiddorol iawn darllen y ddwy ddogfen. O fy mhrofiad fy hun, roedd gan yr ysgol y bûm yn dysgu ynddi gysylltiadau cryf iawn gyda Phrifysgol De Cymru, cysylltiadau a oedd yn fuddiol iawn i'n disgyblion. Credaf hefyd fod gan rwydwaith Seren - a grybwyllwyd eisoes - er ei fod yn canolbwyntio ar ein myfyrwyr mwyaf galluog a thalentog, fanteision ehangach i ysgolion hefyd. Ond credaf fod angen inni wneud mwy i integreiddio'r dulliau hyn yn fwy cyffredinol mewn ysgolion, yn enwedig mewn ardaloedd megis fy etholaeth i nad ydynt yn agos iawn at brifysgol. Sut y byddwch yn bwrw ymlaen â hyn i sicrhau nad yw'r mathau hyn o fyfyrwyr ar eu colled?
English: I agree, Vikki, that we need to do more to integrate approaches like Seren into schools in Wales. I'm working with universities to ensure that they work on the delivery of their civic mission. As you say, that's especially important in communities that perhaps don't have a university on their doorstep. So, for instance, the modern foreign language mentoring scheme that has proven very successful is now going to be offered on a digital basis to those schools where we can't physically get the graduate into the building. I am pleased to say that, at the 27 January deadline for applications to start higher education courses in this current academic year, the application rates for 18-year-olds in the Cynon Valley reached 30 per cent, and that's the highest rate in more than a decade of the data that is recorded. I hope to see further increases in the Cynon Valley in the years to come.
Welsh: Rwy'n cytuno, Vikki, fod angen inni wneud mwy i integreiddio dulliau fel Seren mewn ysgolion yng Nghymru. Rwy'n gweithio gyda phrifysgolion i sicrhau eu bod yn gweithio ar gyflawni eu cenhadaeth ddinesig. Fel y dywedwch, mae hynny'n arbennig o bwysig mewn cymunedau nad oes ganddynt brifysgol ar garreg y drws o bosibl. Felly, er enghraifft, bydd y cynllun mentora ieithoedd tramor modern sydd wedi bod yn llwyddiannus iawn yn cael ei gynnig ar sail ddigidol i'r ysgolion lle nad yw'n bosibl inni sicrhau bod y graddedigion yn mynd i mewn i'r adeilad. Rwy'n falch o ddweud, mewn perthynas â'r dyddiad cau ar 27 Ionawr ar gyfer ceisiadau i ddechrau cyrsiau addysg uwch yn y flwyddyn academaidd hon, fod y cyfraddau ymgeisio ar gyfer pobl 18 oed yng Nghwm Cynon wedi cyrraedd 30 y cant, sef y gyfradd uchaf mewn mwy na degawd o'r data a gofnodwyd. Gobeithiaf weld cynnydd pellach yng Nghwm Cynon dros y blynyddoedd i ddod.
English: I'm particularly interested, Cabinet Secretary, in the research links between universities and schools. You'll be familiar, because of your visit to Ysgol Pen y Bryn, in Colwyn Bay in my constituency, with the strong links between that school and Bangor University in terms of research into mindfulness and the development of the Paws b curriculum there. What can we do to establish more of those links across Wales and, in particular, classroom-based research?
Welsh: Mae gennyf ddiddordeb arbennig, Ysgrifennydd y Cabinet, yn y cysylltiadau ymchwil rhwng prifysgolion ac ysgolion. Byddwch yn gyfarwydd, oherwydd eich ymweliad ag Ysgol Pen y Bryn, ym Mae Colwyn yn fy etholaeth, â'r cysylltiadau cryf rhwng yr ysgol honno a Phrifysgol Bangor o ran ymchwil i ymwybyddiaeth ofalgar a datblygiad y cwricwlwm Paws b yno. Beth y gallwn ei wneud i sefydlu mwy o'r cysylltiadau hynny ledled Cymru, ac yn arbennig, ymchwil yn y dosbarth?
English: You're absolutely right, Darren. North Wales are in the very fortunate position where there are strong links between individual schools, the regional consortium, GwE, and Bangor University, which look at specific classroom practice and the impact that that has on children. GwE have agreed to take on a leading role across the other consortia to develop similar programmes of linkages between research and school-based practice. You'll also be aware of the work going on at the moment with Trinity Saint David, the University of Glasgow and schools with regard to the research underpinning our new curriculum. It would be great to have more universities engaged in such research and I hope that, by clearly identifying this in the GwE consortium and urging them to share best practice and to take a lead on this for other areas, we will see further developments, because the work is very strong and it's very valuable to practitioners.
Welsh: Rydych yn llygad eich lle, Darren. Mae gogledd Cymru mewn sefyllfa ffodus iawn lle y ceir cysylltiadau cryf rhwng ysgolion unigol, y consortiwm rhanbarthol, GwE, a Phrifysgol Bangor, sy'n edrych ar ymarfer penodol yn y dosbarth a'r effaith a gaiff hynny ar blant. Mae GwE wedi cytuno i ysgwyddo rôl arweiniol ar draws y consortia eraill i ddatblygu rhaglenni tebyg o ran y cysylltiadau rhwng ymchwil ac ymarfer yn yr ysgol. Byddwch hefyd yn ymwybodol o'r gwaith sy'n mynd rhagddo ar hyn o bryd gyda Phrifysgol Cymru Y Drindod Dewi Sant, Prifysgol Glasgow ac ysgolion o ran y gwaith ymchwil sy'n sail i'n cwricwlwm newydd. Byddai'n wych pe bai mwy o brifysgolion yn cymryd rhan mewn ymchwil o'r fath ac rwy'n gobeithio, drwy nodi hyn yn glir yng nghonsortiwm GwE a'u hannog i rannu arferion gorau ac i arwain ar hyn ar gyfer meysydd eraill, y byddwn yn gweld datblygiadau pellach, gan fod y gwaith yn gryf iawn ac yn werthfawr iawn i addysgwyr.
English: Thank you very much. Welsh Government's plans and targets for attaining the target of a million Welsh speakers are included in the 2017-21 'Cymraeg 2050' strategy work programme.
Welsh: Diolch yn fawr. Mae cynlluniau a thargedau Llywodraeth Cymru ar gyfer cyrraedd y targed o filiwn o siaradwyr Cymraeg wedi'u cynnwys yn rhaglen waith 2017-21 strategaeth 'Cymraeg 2050'.
English: A new report by the Welsh Language Commissioner on the provision of childcare and early years provision through the medium of Welsh states this: 'Although the Welsh Government is aware of the importance of childcare to the future of the language, there are no specific and firm plans on how they intend to integrate the 30 Hours Scheme and the 2050 vision.' 'Prosperity for All' notes the importance of collaboration across departments in order to achieve the Government's ambition. Isn't the lack of collaboration in terms of the Welsh language and childcare a sign of the total failure of your Government to bring together two of your main policy strands?
Welsh: Mae adroddiad newydd gan Gomisiynydd y Gymraeg, sef 'Darpariaeth Gofal Plant ac Addysg Blynyddoedd Cynnar Cyfrwng Cymraeg' yn dweud fel hyn: 'Er bod Llywodraeth Cymru yn ymwybodol o bwysigrwydd gofal plant i ddyfodol yr iaith, nid oes cynlluniau pendant a chadarn ynglŷn â sut y bwriedir integreiddio'r Cynllun 30 Awr a'r weledigaeth 2050.' Mae 'Ffyniant i Bawb' yn nodi pwysigrwydd cydweithio ar draws adrannau er mwyn gwireddu uchelgais y Llywodraeth. Onid ydy'r diffyg cydweithio dros y Gymraeg a gofal plant yn arwydd o fethiant llwyr eich Llywodraeth chi i ddwyn ynghyd dau o'ch prif feysydd polisi?