English: I thank the Member for that question. On the second point, I'm very clear that we need to move to a more standardised way of doing that, and that's absolutely one of the priorities that I'll want to see taken forward in our response to both the social finance report and the Arad Research work as well. I think that's a really important part of that. In relation to the national monitoring proposal, there is a - . Both the Arad Research and the social finance work have highlighted the need to understand, better than we do, across the system, the questions in relation to attainment and progress. As we phase out the end-of-key-stage assessments, that becomes, obviously, even more important. Obviously, only some schools and learners will be involved in the assessments. The point of that is that they don't unduly determine schools' individual approaches to curriculum design, and keep the burdens on schools to a minimum. So, it's a system-wide picture that we are looking for. It'll be designed in a way that aligns very closely with that broader information ecosystem that I was talking about. That will be developed by the practitioner group that I was talking about in my earlier statement. So, the role of school leaders and practitioners in designing this ecosystem and the monitoring system that sits within it will be absolutely essential. I want to make sure that we will be able to understand how different groups of learners are achieving, what further national support we need to provide to the system where individual groups of learners, cohorts of learners, learners defined by particular characteristics, for example, might be needing additional support. And I think the point the Member ended with there, in relation to well-being and how we respond to questions of disadvantage, will be an important - . That'll be very important data for us to capture as part of that national monitoring programme.
Welsh: Diolch i'r Aelod am y cwestiwn yna. Ar yr ail bwynt, rwy'n glir iawn bod angen i ni symud i ffordd fwy safonol o wneud hynny, ac mae hynny'n sicr yn un o'r blaenoriaethau y byddaf eisiau eu gweld yn cael eu symud ymlaen yn ein hymateb i'r adroddiad cyllid cymdeithasol a gwaith Ymchwil Arad hefyd. Rwy'n credu bod hynny'n rhan bwysig iawn o hynny. O ran y cynnig monitro cenedlaethol, mae yna - . Mae Ymchwil Arad a'r gwaith cyllid cymdeithasol wedi amlygu'r angen i ddeall, yn well nag yr ydym ni, ar draws y system, y cwestiynau o ran cyrhaeddiad a chynnydd. Wrth i ni ddileu'r asesiadau diwedd cyfnod allweddol yn raddol, mae hynny, yn amlwg, yn dod yn bwysicach fyth. Yn amlwg, dim ond rhai ysgolion a dysgwyr fydd yn rhan o'r asesiadau. Pwynt hynny yw nad ydyn nhw'n penderfynu'n ormodol ar ddulliau unigol ysgolion o gynllunio'r cwricwlwm, a'u bod yn cadw'r beichiau ar ysgolion mor isel â phosib. Felly, chwilio am ddarlun ar draws y system yr ydym ni. Bydd yn cael ei gynllunio mewn ffordd sy'n cyd-fynd yn agos iawn â'r ecosystem wybodaeth ehangach honno yr oeddwn i'n sôn amdani. Bydd hynny'n cael ei ddatblygu gan y grŵp ymarferwr yr oeddwn yn sôn amdano yn fy natganiad cynharach. Felly, bydd rôl arweinwyr ysgolion ac ymarferwyr wrth ddylunio'r ecosystem hon a'r system fonitro sy'n eistedd ynddi yn gwbl hanfodol. Rwyf eisiau sicrhau y byddwn ni'n gallu deall sut mae gwahanol grwpiau o ddysgwyr yn cyflawni, pa gymorth cenedlaethol arall y mae angen i ni ei ddarparu i'r system lle gallai grwpiau unigol o ddysgwyr, carfannau o ddysgwyr, dysgwyr a ddiffinnir gan nodweddion penodol, er enghraifft, fod angen cymorth ychwanegol. Ac rwy'n credu y bydd y pwynt y daeth yr Aelod i ben arno yn y fan yna, o ran llesiant a sut rydyn ni'n ymateb i gwestiynau am anfantais, yn bwysig - . Bydd hynny'n ddata pwysig iawn i ni ei gasglu fel rhan o'r rhaglen fonitro genedlaethol honno.