techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Mr Hamilton, for your question. I meet with the regional education consortia annually as part of regular evaluation and improvement sessions. I am due to meet them again this autumn. My director of education meets regularly with each region and provides feedback. I also meet individually with regions to discuss matters of importance when they arise.
Welsh: Diolch am eich cwestiwn, Mr Hamilton. Rwy'n cyfarfod â'r consortia addysg rhanbarthol bob blwyddyn fel rhan o sesiynau gwerthuso a gwella rheolaidd. Rwy'n disgwyl cyfarfod â hwy eto yr hydref hwn. Mae fy nghyfarwyddwr addysg yn cyfarfod yn rheolaidd â phob rhanbarth ac yn rhoi adborth iddynt. Rwyf hefyd yn cyfarfod â'r rhanbarthau'n unigol i drafod materion o bwys pan fyddant yn codi.
English: I'm grateful to the Minister for that response. She'll recall that a short time ago, the leader of Neath Port Talbot council described the improvement consortium in his area in less than glowing terms. He said that it was set up to improve schools but the opposite had happened: the schools that needed improving haven't, and those schools that were doing well have dipped in improvement. The Association of School and College Leaders said the consortia are duplicating funding and functions provided by the LEAs, and they put a figure of £450 million on the cost of this. When the Minister appeared before the Children, Young People and Education Committee a few months ago, she said that getting money to the school front line is a priority, and if sufficient money isn't getting there, is it not time for this Assembly to do something about it? If we're not getting money to the schools and pupils, isn't it time for this Assembly-created quango of management, consultancy, apparatchiks and buzzwords to be scrapped so that the money can then go directly to local councils who are wholly elected and perhaps in a rather better position to estimate the school community needs in their area?
Welsh: Rwy'n ddiolchgar i'r Gweinidog am yr ateb hwnnw. Fe fydd yn cofio nad oedd arweinydd cyngor Castell-nedd Port Talbot yn canmol y consortiwm gwella yn ei ardal i'r cymylau beth amser yn ôl. Dywedodd iddo gael ei sefydlu i wella ysgolion ond bod y gwrthwyneb wedi digwydd: nid yw'r ysgolion yr oedd angen eu gwella wedi gwella, ac mae'r ysgolion a oedd yn gwneud yn dda wedi gwaethygu. Dywedodd y Gymdeithas Arweinwyr Ysgolion a Cholegau fod y consortia'n dyblygu cyllid a swyddogaethau a ddarperir gan yr awdurdodau addysg lleol, ac maent wedi dweud bod hyn yn costio £450 miliwn. Pan ymddangosodd y Gweinidog gerbron y Pwyllgor Plant, Pobl Ifanc ac Addysg rai misoedd yn ôl, dywedodd fod sicrhau arian i reng flaen yr ysgol yn flaenoriaeth, ac os nad oes digon o arian yn cyrraedd yno, onid yw'n bryd i'r Cynulliad wneud rhywbeth yn ei gylch? Os nad yw'r arian yn cyrraedd yr ysgolion a'r disgyblion, onid yw'n bryd cael gwared ar y cwango hwn o reolwyr, ymgynghorwyr, aparatshiciaid a jargon a grëwyd gan y Cynulliad fel y gall yr arian fynd yn uniongyrchol i gynghorau lleol sydd wedi'u hethol yn gyfan gwbl ac sydd mewn sefyllfa well efallai i amcangyfrif anghenion y cymunedau ysgol yn eu hardaloedd?
English: Presiding Officer, it's disappointing that Mr Hamilton doesn't seem to understand the governance arrangements of regional consortia. The consortia work on behalf of local authorities to lead, orchestrate and co-ordinate the improvements in schools across the region. Local authorities established the regional school improvement service in 2014 under the national model for regional working. Regional consortia, I should stress, are not an additional layer of bureaucracy. Where they follow the national model, they consolidate the school improvement activities of their constituent local authorities and provide them on a regional basis.
Welsh: Lywydd, mae'n siomedig nad yw Mr Hamilton fel pe bai'n deall trefniadau llywodraethu'r consortia rhanbarthol. Mae'r consortia'n gweithio ar ran awdurdodau lleol i arwain, trefnu a chydlynu'r gwelliannau mewn ysgolion ar draws y rhanbarth. Sefydlodd awdurdodau lleol y gwasanaeth gwella ysgolion rhanbarthol yn 2014 o dan y model cenedlaethol ar gyfer gweithio'n rhanbarthol. Dylwn bwysleisio nad yw consortia rhanbarthol yn haen ychwanegol o fiwrocratiaeth. Lle byddant yn dilyn y model cenedlaethol, maent yn atgyfnerthu gweithgareddau gwella ysgolion eu hawdurdodau lleol cyfansoddol ac yn eu darparu ar sail ranbarthol.
English: I can tell you, Minister, that teachers and headteachers that I meet in Aberconwy continue to regularly question the actual effectiveness and value of the regional consortia. Concerns, indeed, have been raised in the committee during the funding inquiry, and I look forward to a review of the regional consortia. Neath Port Talbot Council voted to leave the educational consortium ERW, and GwE has not yet reached a number of targets in its 2017-20 business plan. These include the need to provide good leadership and management, ensure that schools are well prepared to deliver the new curriculum and guarantee that a value-for-money framework consistently is implemented by all. Those are fundamental basic requirements of any taxpayer-funded body. The latter is impossible for my schools in Aberconwy, as they are actually, as governors in Conwy have stated today, being cut to the bone. Extra money needs to reach our schools and our pupils urgently. So, will you commit to welcoming any potential review of the education consortia in Wales, and will you actually be open and welcome and look at any recommendations that we come up with and work with us, as a committee, to perhaps not have a blinkered view to what the regional consortia are, whether they're good, bad or indifferent? Let's have a look at this once and for all, and let's let them prove themselves to be effective and a good use of taxpayers' money.
Welsh: Gallaf ddweud wrthych, Weinidog, fod athrawon a phenaethiaid rwy'n cyfarfod â hwy yn Aberconwy yn parhau i gwestiynu effeithiolrwydd a gwerth gwirioneddol y consortia rhanbarthol yn rheolaidd. Yn wir, lleisiwyd pryderon yn y pwyllgor yn ystod yr ymchwiliad cyllid, ac edrychaf ymlaen at adolygiad o'r consortia rhanbarthol. Pleidleisiodd Cyngor Castell-nedd Port Talbot i adael y consortiwm addysgol ERW, ac nid yw GwE hyd yma wedi cyrraedd nifer o dargedau yn ei gynllun busnes 2017-20. Mae'r rhain yn cynnwys yr angen i ddarparu arweinyddiaeth a rheolaeth dda, sicrhau bod ysgolion wedi'u paratoi'n dda i gyflwyno'r cwricwlwm newydd a sicrhau bod pawb yn gweithredu fframwaith sy'n sicrhau gwerth am arian yn gyson. Mae'r rheini'n ofynion sylfaenol i unrhyw gorff a ariennir gan drethdalwyr. Mae'r olaf yn amhosibl i fy ysgolion yn Aberconwy, oherwydd mewn gwirionedd, fel y mae llywodraethwyr yng Nghonwy wedi'i ddatgan heddiw, cânt eu torri i'r byw. Mae angen i arian ychwanegol gyrraedd ein hysgolion a'n disgyblion ar frys. Felly, a wnewch chi ymrwymo i groesawu unrhyw adolygiad posibl o'r consortia addysg yng Nghymru, ac a wnewch chi fod yn agored a chroesawu ac edrych ar unrhyw argymhellion a gyflwynir gennym a gweithio gyda ni fel pwyllgor, a sicrhau na cheir barn gul, o bosibl, o ran yr hyn yw'r consortia rhanbarthol, a ydynt yn dda, yn ddrwg neu heb fod yn gwneud gwahaniaeth? Gadewch i ni edrych ar hyn unwaith ac am byth, a gadewch i ni adael iddynt brofi eu bod yn effeithiol ac yn ddefnydd da o arian trethdalwyr.
English: Presiding Officer, the Member has clearly missed my written reply to the committee's report, where I have accepted all the recommendations of that report. Rather than welcoming a review, I shall be setting it up.
Welsh: Lywydd, mae'n amlwg nad yw'r Aelod wedi gweld fy ymateb ysgrifenedig i adroddiad y pwyllgor, lle y derbyniais holl argymhellion yr adroddiad hwnnw. Yn hytrach na chroesawu adolygiad, byddaf yn ei sefydlu.
English: Thank you very much. As set out in my statement of 17 September, the statutory roles created by the Additional Learning Needs and Education Tribunal (Wales) Act 2018 commence in January 2021, and the new ALN system will commence, on a phased basis, from September 2021. The code and regulations will be laid for National Assembly approval in 2020.
Welsh: Diolch yn fawr iawn. Fel y nodwyd yn fy natganiad ar 17 Medi, mae'r swyddogaethau statudol a grëwyd gan Ddeddf Anghenion Dysgu Ychwanegol a'r Tribiwnlys Addysg (Cymru) 2018 yn dechrau ym mis Ionawr 2021, a bydd y system ADY newydd yn dechrau fesul cam o fis Medi 2021 ymlaen. Cyflwynir y cod a'r rheoliadau gerbron y Cynulliad Cenedlaethol yn 2020 i'w cymeradwyo.
English: Diolch, Minister. Thank you for the confirmation, then, that the additional learning needs system will commence on that phased basis from September 2021. Teachers, parents, educators and teaching trade unions will, indeed, welcome the fact that the Welsh Government has listened and acted constructively on their feedback and the many conversations that have taken place. And I know, Minister, that you passionately believe that it is essential that time is taken to listen and respond to the views gathered during that consultation so that the code and regulations are fully fit for purpose. Minister, what actions will the Welsh Government take to ensure that, as this process moves forward, there will continue to be ongoing, constructive open dialogue with all interested parties to ensure the greatest possible potential of success when the additional learning needs system comes into force?
Welsh: Diolch, Weinidog. Diolch am y cadarnhad, felly, y bydd y system anghenion dysgu ychwanegol yn dechrau fesul cam o fis Medi 2021 ymlaen. Yn wir, bydd athrawon, rhieni, addysgwyr ac undebau llafur addysg yn croesawu'r ffaith bod Llywodraeth Cymru wedi gwrando ac wedi gweithredu'n adeiladol ar eu hadborth a'r nifer fawr o sgyrsiau a gafwyd. Ac rwy'n gwybod, Weinidog, eich bod yn credu'n angerddol ei bod yn hanfodol fod amser yn cael ei roi i wrando ac ymateb i'r safbwyntiau a gasglwyd yn ystod yr ymgynghoriad fel bod y cod a'r rheoliadau yn gwbl addas i'r diben. Weinidog, pa gamau y bydd Llywodraeth Cymru yn eu cymryd i sicrhau, wrth i'r broses hon symud yn ei blaen, y bydd deialog agored ac adeiladol yn parhau gyda phawb sydd â diddordeb i sicrhau'r llwyddiant gorau posibl pan ddaw'r system anghenion dysgu ychwanegol i rym?
English: Well, the Member is correct in saying that we've had to take very seriously the response that we have had to the draft code and amend our timetable accordingly. I can give her and the Chamber an assurance that we will continue to work with all stakeholders to address the concerns that have been raised and to ensure that the new system is effective and provides the change that parents and children need. My officials are aiming to conduct, over the coming weeks and months, meetings and events with key stakeholders to refine specific aspects of the code where concerns have been raised during the consultation period. If I can give some specific examples of what that would include: in relation to required use of educational psychologists, the boundary between school and local authority maintained individual development plans and the operation of systems within the pupil referral units and Welsh education otherwise than at school more generally. So, that's to give Members some flavour of the specific areas of work where we're going to have to engage once again with stakeholders in preparation for the drafting of the code.
Welsh: Wel, mae'r Aelod yn gywir i ddweud ein bod wedi gorfod rhoi ystyriaeth ddifrifol iawn i'r ymateb a gawsom i'r cod drafft a diwygio ein hamserlen yn unol â hwnnw. Gallaf roi sicrwydd iddi hi a'r Siambr y byddwn yn parhau i weithio gyda'r holl randdeiliaid i fynd i'r afael â'r pryderon a godwyd ac i sicrhau bod y system newydd yn effeithiol ac yn darparu'r newid sydd ei angen ar rieni a phlant. Mae fy swyddogion yn bwriadu cynnal cyfarfodydd a digwyddiadau gyda rhanddeiliaid allweddol dros yr wythnosau a'r misoedd nesaf i fireinio agweddau penodol ar y cod lle y mynegwyd pryderon yn ystod y cyfnod ymgynghori. Os caf roi rhai enghreifftiau penodol o'r hyn y byddai hynny'n ei gynnwys: mewn perthynas â'r defnydd gofynnol o seicolegwyr addysg, y ffin rhwng yr ysgol a chynlluniau datblygu unigol a gynhelir gan awdurdodau lleol a gweithrediad systemau o fewn yr unedau cyfeirio disgyblion ac addysg Gymraeg y tu allan i'r ysgol yn fwy cyffredinol. Felly, dyna roi blas i'r Aelodau o'r meysydd gwaith penodol lle bydd yn rhaid i ni ymgysylltu unwaith eto â rhanddeiliaid i baratoi ar gyfer drafftio'r cod.
English: Llywydd, I remind the Chamber that I'm on the governing body of two special schools. We are in that in-between zone. I do welcome the shift away from statements, particularly for the flexibility we require. Children have a variety of issues, sometimes, and some of them may not get quite to the statement threshold. Where do they go? They still need real interventions. But I noticed the balanced remarks of SNAP Cymru, saying that we are in this difficult period between two systems, and I am concerned that some children will not be receiving the support in education that they require, and that has to be - . In the next year, we must emphasise that the system that is in place at the moment goes until it's replaced.
Welsh: Lywydd, rwy'n atgoffa'r Siambr fy mod ar gorff llywodraethu dwy ysgol arbennig. Rydym yn nhir neb ar hyn o bryd. Rwy'n croesawu'r symudiad oddi wrth ddatganiadau, yn enwedig o ran yr hyblygrwydd sydd ei angen arnom. Mae gan blant amrywiaeth o broblemau weithiau, ac efallai na fydd rhai ohonynt yn cyrraedd trothwy'r datganiad. I ble y gallant fynd? Mae angen ymyriadau go iawn arnynt o hyd. Ond nodais sylwadau cytbwys SNAP Cymru, a oedd yn dweud ein bod yn y cyfnod anodd hwn rhwng dwy system, ac rwy'n pryderu na fydd rhai plant yn cael y cymorth addysgol y maent ei angen, ac mae'n rhaid i hynny fod - . Yn y flwyddyn nesaf, mae'n rhaid i ni bwysleisio y bydd y system sydd ar waith ar hyn o bryd yn parhau hyd nes y caiff ei disodli.
English: David, you are absolutely correct. Local education authorities are bound by the law as it stands now, and simply because we are transitioning to a new legislative framework, that does not allow them not to attend to the needs of children who are in the system now. My expectation is that they apply the law to children who have a range of special educational needs as it is currently stated, and they simply cannot leave those children dangling in anticipation of the new legislative regime that is coming into force. I have been very clear in my communications with the Welsh Local Government Association, with education portfolio holders and directors of education, who I met last Friday morning, on my expectations in this regard. They have to follow the law as it currently stands, as we wait to introduce the new law.
Welsh: David, rydych yn hollol gywir. Mae awdurdodau addysg lleol wedi'u rhwymo gan y gyfraith fel y mae ar hyn o bryd, ac nid yw'r ffaith ein bod yn trosglwyddo i fframwaith ddeddfwriaethol newydd yn caniatáu iddynt beidio â rhoi sylw i anghenion plant sydd yn y system yn awr. Rwy'n disgwyl eu bod yn cymhwyso'r gyfraith i blant sydd ag ystod o anghenion addysgol arbennig fel y'i nodir ar hyn o bryd, ac ni allant anwybyddu'r plant hynny hyd nes y daw'r drefn ddeddfwriaethol newydd i rym. Rwyf wedi bod yn glir iawn yn fy ngohebiaeth â Chymdeithas Llywodraeth Leol Cymru, gyda deiliaid portffolio addysg a chyfarwyddwyr addysg, y cyfarfûm â hwy fore dydd Gwener diwethaf ynglŷn â fy nisgwyliadau yn hyn o beth. Mae'n rhaid iddynt ddilyn y gyfraith fel ag y mae ar hyn o bryd, wrth i ni aros i gyflwyno'r gyfraith newydd.
English: Thank you, Hefin. I made a written statement updating Members on the roll-out of online personalised assessments on 3 September. By the end of the summer term, over 268,000 learners had successfully taken online numeracy procedural assessments. Following extensive development work and trialling, reading assessments will be available to schools from October.
Welsh: Diolch, Hefin. Gwneuthum ddatganiad ysgrifenedig yn rhoi'r wybodaeth ddiweddaraf i'r Aelodau ynglŷn â chyflwyno asesiadau personol ar-lein ar 3 Medi. Erbyn diwedd tymor yr haf, roedd dros 268,000 o ddysgwyr wedi cwblhau asesiadau gweithdrefnol rhifedd ar-lein yn llwyddiannus. Yn dilyn gwaith datblygu a threialu helaeth, bydd asesiadau darllen ar gael i ysgolion o fis Hydref ymlaen.
English: In addition to that, the Minister will know I wrote to her on 16 July on behalf of a cluster of schools in Caerphilly county borough, particularly Glyn-Gaer in my constituency. They had concerns about the way the tests were happening in the school, the fact that you couldn't carry out certain activities within the tests, and that the results were difficult for teachers to interpret easily and quickly. She mentioned in her statement that changes have been made and improvements have been addressed. But with that in mind, can you confirm that you've met with the schools that wrote to you, or your officials have met with the schools that have written to you, and what actions have been taken directly with those schools as a result?
Welsh: Yn ogystal â hynny, bydd y Gweinidog yn gwybod fy mod wedi ysgrifennu ati ar 16 Gorffennaf ar ran clwstwr o ysgolion ym mwrdeistref sirol Caerffili, yn enwedig Glyn-Gaer yn fy etholaeth. Roedd ganddynt bryderon am y ffordd y cynhelid y profion yn yr ysgol, y ffaith na allech gyflawni rhai gweithgareddau o fewn y profion, a bod y canlyniadau'n anodd i athrawon eu dehongli'n hawdd ac yn gyflym. Soniodd yn ei datganiad fod newidiadau wedi'u gwneud a bod gwelliannau wedi cael sylw. Ond gyda hynny mewn golwg, a allwch gadarnhau eich bod wedi cyfarfod â'r ysgolion a ysgrifennodd atoch, neu fod eich swyddogion wedi cyfarfod â'r ysgolion sydd wedi ysgrifennu atoch, a pha gamau a gymerwyd yn uniongyrchol gyda'r ysgolion hynny o ganlyniad?
English: Well, I'm grateful to the Member for making the representations that he has done on behalf of that cluster of schools. We have acted on that feedback, not only from yourself, but from other schools, and we have, over the summer, made a number of refinements to the system that should address the concerns that were raised in your letter. By introducing assessments on a phased roll-out, we are able to use the experience of maths to ensure that we don't fall into some of those bear traps as we roll out with reading this autumn. As promised in my response, officials are already discussing with the relevant regional consortium how they can best engage with that particular group of schools, and I understand that, in response to the invitation in my letter, a teacher from one of the schools has already confirmed her attendance at the next teacher panel for the review of the online numerical reasoning assessment, which will be held in October. So, those teachers are actively engaged in the process, and I'm very grateful for them taking the time to do just that; it's really helpful.
Welsh: Wel, rwy'n ddiolchgar i'r Aelod am wneud y sylwadau y mae wedi'u gwneud ar ran y clwstwr hwnnw o ysgolion. Rydym wedi gweithredu ar yr adborth nid yn unig gennych chi, ond gan ysgolion eraill, a thros yr haf, gwnaethom nifer o welliannau i'r system a ddylai fynd i'r afael â'r pryderon a godwyd yn eich llythyr. Drwy gyflwyno asesiadau fesul cam, gallwn ddefnyddio profiad yr asesiadau mathemateg i sicrhau nad ydym yn gwneud rhai o'r camgymeriadau hynny wrth i ni gyflwyno'r asesiadau darllen yr hydref hwn. Fel yr addawyd yn fy ymateb, mae swyddogion eisoes yn trafod gyda'r consortiwm rhanbarthol perthnasol i weld sut y gallant ymgysylltu orau â'r grŵp penodol hwnnw o ysgolion, ac mewn ymateb i'r gwahoddiad yn fy llythyr, deallaf fod athro o un o'r ysgolion eisoes wedi cadarnhau y bydd yn bresennol yng nghyfarfod nesaf y panel athrawon ar gyfer yr adolygiad o'r asesiad rhesymu rhifyddol ar-lein, a gaiff ei gynnal ym mis Hydref. Felly, mae'r athrawon hynny'n ymwneud yn weithredol â'r broses, ac rwy'n ddiolchgar iawn eu bod yn rhoi amser i wneud hynny; mae'n ddefnyddiol iawn.
English: Minister, I welcome, too, the value that these online assessments can add to the assessment programme the teachers undertake, but one of the concerns that have been raised with me is that, obviously, there is a bit of a digital divide in our country between those children who perhaps will not have the opportunity to be as skilled as others in the use of computers and don't even have access to a computer in their home, or access to broadband at home, where, of course, others will have, and they could potentially gain an advantage. What have you got built in to these systems to make sure that those sorts of issues are considered in the way that these assessments are undertaken?
Welsh: Weinidog, rwyf innau hefyd yn croesawu'r gwerth y gall yr asesiadau ar-lein hyn ei ychwanegu at y rhaglen asesu y mae'r athrawon yn ymgymryd â hi, ond un o'r pryderon a godwyd gyda mi, wrth gwrs, yw bod rhywfaint o raniad digidol yn ein gwlad rhwng y plant na fyddant efallai'n cael cyfle i fod mor fedrus ag eraill wrth ddefnyddio cyfrifiadur ac nad oes ganddynt gyfrifiadur at eu defnydd yn eu cartref hyd yn oed, neu fynediad at fand eang yn eu cartref, lle bydd gan rai eraill, wrth gwrs, ac mae'n bosibl y gallai hynny roi mantais iddynt. Beth sydd wedi'i gynnwys yn y systemau hyn i sicrhau bod materion o'r fath yn cael eu hystyried yn y ffordd y caiff yr asesiadau hyn eu cynnal?
English: The final question, question 9, Paul Davies.
Welsh: Y cwestiwn olaf, cwestiwn 9, Paul Davies.
English: The Welsh Government's supporting service children in education Wales fund helps schools provide additional support to mitigate the challenges that children of armed forces communities can face because of their family's military lifestyle. I have made available £250,000 for applications this academic year.
Welsh: Mae cronfa Llywodraeth Cymru i gefnogi addysg plant y lluoedd arfog yn helpu ysgolion i ddarparu cymorth ychwanegol i liniaru'r heriau y gall plant cymunedau'r lluoedd arfog eu hwynebu oherwydd ffordd o fyw filwrol eu teulu. Rwyf wedi neilltuo £250,000 ar gyfer ceisiadau y flwyddyn academaidd hon.
English: I'm grateful to the Minister for that response. You'll be aware, of course, of the calls from the Assembly's cross-party group on armed forces to establish a service pupil premium here in Wales, and I believe a service pupil premium would go a long way in supporting those children who are disadvantaged as a result of their parents' service in the armed forces, either due to their frequent relocations or the impact of active service. I know that additional support would be welcomed as the armed forces play a key role in your constituency, Minister, as well as in my own. Therefore, can you tell us whether the Welsh Government is considering introducing a service pupil premium here in Wales, and if not, can you tell us what additional specific support the Welsh Government can actually offer to service children in Welsh schools?
Welsh: Rwy'n ddiolchgar i'r Gweinidog am yr ateb hwnnw. Fe fyddwch yn ymwybodol, wrth gwrs, o'r galwadau gan grŵp trawsbleidiol y Cynulliad ar y lluoedd arfog i sefydlu premiwm disgyblion y lluoedd arfog yma yng Nghymru, a chredaf y byddai premiwm disgyblion y lluoedd arfog yn gwneud llawer i gefnogi'r plant sydd dan anfantais o ganlyniad i'r ffaith bod eu rhieni'n gwasanaethu yn y lluoedd arfog, naill ai oherwydd eu bod yn adleoli'n aml neu oherwydd effaith gwasanaeth gweithredol. Gwn y byddai cefnogaeth ychwanegol yn cael ei chroesawu gan fod y lluoedd arfog yn chwarae rôl allweddol yn eich etholaeth chi, Weinidog, yn ogystal ag yn fy un i. Felly, a allwch chi ddweud wrthym a yw Llywodraeth Cymru yn ystyried cyflwyno premiwm disgyblion y lluoedd arfog yma yng Nghymru, ac os nad ydyw, a allwch chi ddweud wrthym pa gymorth penodol ychwanegol y gall Llywodraeth Cymru ei gynnig i blant y lluoedd arfog yn ysgolion Cymru?