English: Yes, diolch, Llywydd. Can I thank all those who've contributed to this debate? But, as always, the arguments put forward by my colleague Caroline Jones are largely ignored. The Welsh Government says it is committed to a zero-carbon economy in Wales and that active travel is to play a significant role in achieving their goals, but a policy of school centralisation will, as Caroline Jones pointed out, almost undoubtedly negate the ability of our schoolchildren to engage in either walking or cycling to school. Not only are we centralising our schools, we are centralising parts of schools, with the introduction of sixth-form colleges - a policy vehemently opposed by many of the teaching community. Amongst other things, it removes the vital element of role modelling that sixth-form pupils often bring to the school environment. Again, it's totally against the environmental principles of Government policy. In my own constituency of Torfaen, we have seen the establishment of a sixth-form college in Cwmbran, which will be attended by pupils from towns such Blaenavon, some 10 miles away in the north of the borough. There is the added uncertainty that winter months could see considerable disruption to school attendance with adverse weather conditions. Blaenavon in the north of the county experiences much more snow than does the south of Torfaen. Yes, it is true to say that the Welsh Government has spent a great deal of money on improving many of the schools right throughout Wales. However, we will question whether that money has been spent wisely. As Caroline has intimated, the move to large occupant - very large - teaching institutions means that our schoolchildren are totally losing out on the personal interaction with their teachers, and even with their fellow pupils. Schools of 1,200 pupils or more are nothing less than battery-learning institutions, where teachers do not know each other, let alone their pupils. Almost every large school in Torfaen is failing by Estyn standards, with most being in special measures. Bullying is a serious problem in these schools, causing misery to thousands of our schoolchildren. It is time to halt this shift to these mega schools and concentrate on smaller, more intimate units where pupil-teacher relationships can build trust as well as imparting knowledge. Thank you. Diolch, Llywydd.
Welsh: Ie, diolch, Lywydd. A gaf fi ddiolch i bawb sydd wedi cyfrannu at y ddadl hon? Ond fel bob amser, anwybyddir y dadleuon a gyflwynwyd gan fy nghyd-Aelod Caroline Jones i raddau helaeth. Dywed Llywodraeth Cymru ei bod wedi ymrwymo i economi ddi-garbon yng Nghymru a bod teithio llesol i chwarae rhan bwysig yn y gwaith o gyflawni eu nodau, ond bydd polisi o ganoli ysgolion, fel y nododd Caroline Jones, bron yn ddi-os yn negyddu gallu ein plant ysgol i gymryd rhan naill ai mewn cerdded neu feicio i'r ysgol. Rydym nid yn unig yn canoli ein hysgolion, rydym yn canoli rhannau o ysgolion, gyda chyflwyno colegau chweched dosbarth - polisi a wrthwynebir yn chwyrn gan lawer o'r gymuned addysgu. Ymhlith pethau eraill, mae'n dileu'r elfen hanfodol a gyflwynir yn aml i amgylchedd yr ysgol wrth i ddisgyblion chweched dosbarth weithredu fel modelau rôl. Unwaith eto, mae'n gwbl groes i egwyddorion amgylcheddol polisi Llywodraeth. Yn fy etholaeth i, sef Torfaen, gwelsom sefydlu coleg chweched dosbarth yng Nghwmbrân, a fynychir gan ddisgyblion o drefi fel Blaenafon, tua 10 milltir i ffwrdd yng ngogledd y fwrdeistref. Ceir ansicrwydd ychwanegol y gallai tywydd garw ym misoedd y gaeaf amharu'n sylweddol ar bresenoldeb yn yr ysgol. Mae Blaenafon yng ngogledd y sir yn cael llawer mwy o eira na de Torfaen. Ydy, mae'n wir dweud bod Llywodraeth Cymru wedi gwario llawer iawn o arian ar wella llawer o'r ysgolion ledled Cymru. Fodd bynnag, byddwn yn cwestiynu a yw'r arian hwnnw wedi'i wario'n ddoeth. Fel y mae Caroline wedi awgrymu, mae symud i sefydliadau addysgu mawr - mawr iawn - yn golygu bod ein plant ysgol yn colli'r rhyngweithio personol â'u hathrawon, a hyd yn oed â'u cyd-ddisgyblion. Nid yw ysgolion o 1,200 o ddisgyblion neu fwy yn ddim llai na sefydliadau dysgu batri, lle nad yw athrawon yn adnabod ei gilydd, heb sôn am eu disgyblion. Mae bron bob ysgol fawr yn Nhorfaen yn methu yn ôl safonau Estyn, gyda'r rhan fwyaf mewn mesurau arbennig. Mae bwlio yn broblem ddifrifol yn yr ysgolion hyn, gan achosi trallod i filoedd o'n plant ysgol. Mae'n bryd atal y newid i'r mega-ysgolion hyn a chanolbwyntio ar unedau llai, mwy personol lle gall y berthynas rhwng disgybl ac athro feithrin ymddiriedaeth yn ogystal â chyflwyno gwybodaeth. Diolch, Lywydd.