English: National categorisation was suspended in 2020, and the guidance confirmed that it will be replaced by a robust self-evaluation process where good practice is shared and failure is urgently addressed. The OECD have identified a prominent role for self-evaluation as a feature of high-performing school systems. They have previously described how replacing national categorisation with a robust self-evaluation system will provide a much more detailed overview of the actual strengths and areas for improvement of a school compared to the colour-coding system. I am pleased that we were able to draw on their advice in the development of the new self-evaluation process. Schools' self-evaluation will be the starting point for all evaluation and improvement work. Schools are encouraged to incorporate peer review into their self-evaluation to further develop a culture of partnership. Regional consortia and local authorities will work with all schools to agree a level of support that schools need and will confirm to schools' governing bodies the support that they will provide or broker. This approach to school improvement will mean schools will need to continue to be open about where they wish to improve, and have access to high-quality support from consortia, local authorities and other schools tailored to their needs. I want them to collaborate with each other, not to compete to the detriment of their learners. Parents will now be able to access more up-to-date, detailed and informative information by accessing a summary of each school's improvement priorities, and each school's development plans will also be available for all to see. Conversations between a learner, their teachers and their parents and carers are key. I have therefore introduced regulations on the provision of information by headteachers to parents and carers, which include expectations to engage with parents and carers termly, focusing on how learners are progressing, so both home and school can support learners' improvement. Accountability within the school system will continue to be maintained through effective school governance and more regular Estyn inspection of schools. From September, Estyn will inspect schools under their new framework, which supports the new curriculum, with plans to increase the number of inspections from September 2024. The commitment to increase inspections will reduce the gap between reporting on individual schools, as well as ensuring that parents and learners have access to up-to-date independent information about their school. Effective professional dialogue between practitioners and schools is another key means through which we will raise standards. That is why yesterday I published a direction requiring practitioners to work together within and between schools and settings to develop and maintain a shared understanding of how their learners should progress. These discussions are essential to help learners have a joined-up experience as they move between different schools, and to ensure equity across Wales. At the start of May, we launched the national resource for evaluation and improvement on Hwb, providing practical guidance and resources for schools to support self-evaluation and improvement. Building on this, I've also published supporting materials for practitioners to aid schools in their planning for next year. This includes practical guides on evaluation and improvement, curriculum design, progression and assessment - accessible on Hwb to any practitioner. We must make sure our transformational curriculum delivers for the next generation. To achieve this, our professional learning offer must be accessible to all. We continue to work with teachers and others in the education system to finalise our national entitlement for professional learning, ready for the autumn, from which school leaders, teachers and teaching assistants will all benefit. A truly national offer, and one that will be easier to navigate. And in advance of that, I expect our regional consortia to make available the common access arrangements, so that a teaching professional in any part of Wales can have online access to the professional learning content available from the consortia in any other part of Wales. And in order to support our national entitlement for professional learning, I'm also looking to continue the additional in-service training day in the next academic year, to give school leaders and practitioners the time and space they need to get this right, because I, along with the profession, want to see an education system that offers high standards and aspirations for all.
Welsh: Ataliwyd categoreiddio cenedlaethol yn 2020, a chadarnhaodd y canllawiau y bydd yn cael ei ddisodli gan broses hunanarfarnu gadarn lle rhennir arfer da ac yr eir i'r afael â methiant ar frys. Mae'r OECD wedi nodi rôl amlwg ar gyfer hunanarfarnu fel nodwedd o systemau ysgolion sy'n perfformio'n dda. Maen nhw wedi disgrifio o'r blaen sut y bydd disodli categoreiddio cenedlaethol â system hunanwerthuso gadarn yn rhoi trosolwg llawer mwy manwl o gryfderau gwirioneddol a meysydd ar gyfer gwella ysgol o'i gymharu â'r system codio lliw. Rwy'n falch ein bod wedi gallu manteisio ar eu cyngor wrth ddatblygu'r broses hunanarfarnu newydd. Hunanwerthuso ysgolion fydd y man cychwyn ar gyfer yr holl waith gwerthuso a gwella. Anogir ysgolion i ymgorffori adolygiadau gan gymheiriaid yn eu hunanwerthusiad er mwyn datblygu diwylliant o bartneriaeth ymhellach. Bydd consortia rhanbarthol ac awdurdodau lleol yn gweithio gyda phob ysgol i gytuno ar lefel o gymorth sydd ei hangen ar ysgolion a bydd yn cadarnhau i gyrff llywodraethu ysgolion y cymorth y byddan nhw'n ei ddarparu neu'n ei frocera. Bydd y dull hwn o wella ysgolion yn golygu y bydd angen i ysgolion barhau i fod yn agored ynghylch ble y maen nhw'n dymuno gwella, a chael mynediad at gymorth o ansawdd uchel gan gonsortia, awdurdodau lleol ac ysgolion eraill sydd wedi'u teilwra i'w hanghenion. Rwyf am iddyn nhw gydweithio â'i gilydd, nid i gystadlu er anfantais i'w dysgwyr. Bydd rhieni yn awr yn gallu cael gafael ar wybodaeth fwy diweddar, fanwl a llawn gwybodaeth drwy gael gafael ar grynodeb o flaenoriaethau gwella pob ysgol, a bydd cynlluniau datblygu pob ysgol hefyd ar gael i bawb eu gweld. Mae sgyrsiau rhwng dysgwr, eu hathrawon a'u rhieni a'u gofalwyr yn allweddol. Rwyf felly wedi cyflwyno rheoliadau ar ddarparu gwybodaeth gan benaethiaid i rieni a gofalwyr, sy'n cynnwys disgwyliadau i ymgysylltu â rhieni a gofalwyr bob tymor, gan ganolbwyntio ar sut mae dysgwyr yn symud ymlaen, fel y gall y cartref a'r ysgol gefnogi gwelliant dysgwyr. Bydd atebolrwydd o fewn y system ysgolion yn parhau i gael ei gynnal drwy lywodraethu ysgolion yn effeithiol ac arolygu ysgolion yn fwy rheolaidd gan Estyn. O fis Medi ymlaen, bydd Estyn yn arolygu ysgolion o dan eu fframwaith newydd, sy'n cefnogi'r cwricwlwm newydd, gyda chynlluniau i gynyddu nifer yr arolygiadau o fis Medi 2024. Bydd yr ymrwymiad i gynyddu arolygiadau yn lleihau'r bwlch rhwng adrodd am ysgolion unigol, a sicrhau hefyd bod rhieni a dysgwyr yn gallu cael gwybodaeth gyfredol am eu hysgol. Mae deialog broffesiynol effeithiol rhwng ymarferwyr ac ysgolion yn ffordd allweddol arall o godi safonau. Dyna pam ddoe y cyhoeddais gyfarwyddyd yn ei gwneud yn ofynnol i ymarferwyr weithio gyda'i gilydd o fewn a rhwng ysgolion a lleoliadau i ddatblygu a chynnal dealltwriaeth gyffredin o sut y dylai eu dysgwyr symud ymlaen. Mae'r trafodaethau hyn yn hanfodol i helpu dysgwyr i gael profiad cydgysylltiedig wrth iddyn nhw symud rhwng gwahanol ysgolion, ac i sicrhau tegwch ledled Cymru. Ddechrau mis Mai, lansiwyd yr adnodd cenedlaethol ar gyfer gwerthuso a gwella Hwb, gan ddarparu canllawiau ac adnoddau ymarferol i ysgolion i gefnogi hunanarfarnu a gwella. Gan adeiladu ar hyn, rwyf hefyd wedi cyhoeddi deunyddiau ategol i ymarferwyr i gynorthwyo ysgolion wrth iddyn nhw gynllunio ar gyfer y flwyddyn nesaf. Mae hyn yn cynnwys canllawiau ymarferol ar werthuso a gwella, dylunio'r cwricwlwm, dilyniant ac asesu - sy'n hygyrch ar Hwb i unrhyw ymarferydd. Rhaid inni sicrhau bod ein cwricwlwm trawsnewidiol yn cyflawni ar gyfer y genhedlaeth nesaf. Er mwyn cyflawni hyn, rhaid i'n cynnig dysgu proffesiynol fod yn hygyrch i bawb. Rydym yn parhau i weithio gydag athrawon ac eraill yn y system addysg i gwblhau ein hawl genedlaethol i ddysgu proffesiynol, yn barod ar gyfer yr hydref, y bydd arweinwyr ysgolion, athrawon a chynorthwywyr addysgu i gyd yn elwa arni. Cynnig gwirioneddol genedlaethol, ac un a fydd yn haws ei lywio. A chyn hynny, rwy'n disgwyl i'n consortia rhanbarthol ddarparu'r trefniadau mynediad cyffredin, fel y gall gweithiwr addysgu proffesiynol mewn unrhyw ran o Gymru gael mynediad ar-lein i'r cynnwys dysgu proffesiynol sydd ar gael gan y consortia mewn unrhyw ran arall o Gymru. Ac er mwyn cefnogi ein hawl genedlaethol i ddysgu proffesiynol, rwyf hefyd yn ceisio parhau â'r diwrnod hyfforddiant mewn swydd ychwanegol yn y flwyddyn academaidd nesaf, er mwyn rhoi'r amser a'r lle sydd eu hangen ar arweinwyr ac ymarferwyr ysgolion i wneud hyn yn iawn, oherwydd rwyf i, ynghyd â'r proffesiwn, eisiau gweld system addysg sy'n cynnig safonau a dyheadau uchel i bawb.