techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I thank Sioned Williams for bringing this important debate to the Chamber, because even though there have been developments in terms of the new curriculum, we do need to do so much more. I think that what she emphasised in terms of the postcode lottery is very important. We don't just want to empower young people to vote, but also to consider they could be here, regardless of their background. I think that through empowering them and ensuring that their voice - . Because there is a focus now on 16 and 17-year-olds because we can get their votes, but we do represent children and young people as well. I was very pleased to see pupils from Ysgol Treganna outside the Senedd today, three of them, year 6 pupils, campaigning and wanting to see us act on the climate emergency more quickly, missing a day of school. We're never too young to be part of our democracy. The thing that I think is very important here is the empowerment, that everyone has a voice and that it counts, and that there is no vote that is worthless. I'd like to emphasise one of the things that I was told by a young person following Brexit, which is that there should be an upper limit on the voting age of things that don't affect you. We talk about young people having the right, but we have to remember how important it is and how important the Youth Parliament is, and other such developments, in order to ensure that the voices of young people and children in Wales are heard by us here, and will influence the policies that'll affect them for decades to come.
Welsh: Diolch yn fawr i Sioned Williams am gyflwyno'r drafodaeth bwysig hon, oherwydd, heb os, er bod yna ddatblygiadau o ran y cwricwlwm newydd, mi ydyn ni angen gwneud cymaint mwy. Dwi'n meddwl bod beth gwnaeth hi bwysleisio o ran y loteri cod post yma'n eithriadol o bwysig. Dydyn ni ddim jest ishio grymuso pobl ifanc i fod yn pleidleisio ond hefyd i ystyried y gallen nhw fod yma, dim ots beth ydy eu cefndir nhw. Dwi'n meddwl drwy eu grymuso nhw a sicrhau bod eu llais nhw - . Oherwydd weithiau mae yna ganolbwyntio rŵan ar bobl 16 a 17 oed gan ein bod ni'n gallu cael eu pleidleisiau nhw. Ond mi ydyn ni hefyd yn cynrychioli plant a phobl ifanc. Mi oeddwn i'n falch iawn o weld disgyblion Ysgol Treganna tu allan i'r Senedd heddiw, tair ohonyn nhw'n ddisgyblion blwyddyn 6 yn ymgyrchu, ishio'n gweld ni'n gweithredu o ran yr argyfwng hinsawdd gymaint cynt, ac yn colli diwrnod o'r ysgol. Dydyn ni byth yn rhy ifanc i fod yn rhan o'n democratiaeth. Y peth dwi'n meddwl sy'n ofnadwy o bwysig fan hyn ydy'r grymuso yna, bod gan bawb lais a'i fod o'n cyfrif, bod yr un pleidlais yn ddiwerth. Mi hoffwn bwysleisio hefyd un o'r pethau ddywedwyd wrthyf fi gan berson ifanc yn dilyn Brexit, sef y dylai fod yna uchafswm oed pleidleisio os nad ydy pethau'n effeithio arnoch chi. Rydyn ni'n sôn weithiau am bobl ifanc yn cael yr hawl, ond mae'n rhaid inni gofio pa mor bwysig ydy hyn, pa mor bwysig ydy datblygiadau fel Senedd Ieuenctid Cymru o ran sicrhau bod lleisiau plant a phobl ifanc Cymru yn cael eu clywed gennym ni yma ac yn dylanwadu ar y polisïau fydd yn eu heffeithio nhw am ddegawdau i ddod.
English: Thank you, everyone. That brings today's proceedings to a close. I hope everyone has a nice recess.
Welsh: Diolch, bawb. Mae hynny'n dod â thrafodion heddiw i ben. Rwy'n gobeithio y caiff pawb egwyl bleserus.
English: Thank you, Chair, and good morning, Minister. I also want to concentrate on additional learning needs and the reforms. In March, you revised the profile of the schedule for transferring learners from the SEN system to the new ALN system so that some learners will transfer later in the three-year time frame than initially intended. How confident are you that this gives schools the flexibility they need, and do you foresee that there will be a need for any further changes to the timetable?
Welsh: Diolch, Gadeirydd, a bore da, Weinidog. Dwi hefyd eisiau canolbwyntio ar anghenion dysgu ychwanegol a'r diwygiadau, os gwelwch yn dda. Ym mis Mawrth, mi oeddech chi wedi cyhoeddi o ran adolygu'r amserlen ar gyfer trosglwyddo dysgwyr o'r system bresennol i'r system newydd fel y bydd rhai dysgwyr yn trosglwyddo'n hwyrach yn yr amserlen dair blynedd nag y bwriadwyd yn wreiddiol. Pa mor hyderus ydych chi y bydd hyn yn rhoi'r hyblygrwydd y mae ysgolion ei angen, ac ydych chi'n rhagweld y bydd angen unrhyw newidiadau pellach i'r amserlen o gwbl?
English: We'll just have to keep an overview of the situation. What we were hearing from schools, local authorities - and we asked the views of parents and pupils - and the third sector was that there was so much pressure in the system during COVID that there was a need for more flexibility. But we were also keen that we didn't extend the transfer stage as a whole, and that the three-year period remained. We hope that we can continue with that, for obvious reasons. So, the first cohort have one additional year to transfer, and then the group that's coming in in the next school year is less than what it would have been, so that means that there's more flexibility in terms of space for schools. Just to say that what's important is that that doesn't affect individuals' rights to ask for a plan, so that continues. We have provided additional funding for the system, as you know, and I think what a number of schools have been doing is using the money to create non-contact time for their ALNCOs to get used to the situation. But we will just be keeping an eye on this, and hopefully this flexibility will be adequate. But we will be keeping an eye on it.
Welsh: Bydd yn rhaid i ni jest gadw'r sefyllfa o dan drosolwg. Beth rŷn ni'n clywed oddi wrth ysgolion ac awdurdodau lleol - a gwnaethon ni ofyn am safbwyntiau dysgwyr a rhieni, hefyd - a chyrff y trydydd sector oedd bod cymaint o bwysau yn y system yn sgil COVID bod angen darparu mwy o hyblygrwydd. Ond roeddem ni hefyd yn awyddus ein bod ni ddim yn ymestyn y cyfnod trosglwyddo ar y cyfan, a bod y tair blynedd yn aros yn eu lle. Rwy'n gobeithio ein bod ni'n gallu parhau gyda hynny, am resymau amlwg. Felly, o ran y cohort cyntaf, mae blwyddyn yn hirach gyda nhw i gael eu trosglwyddo, ac mae'r grŵp sydd yn dod mewn yn y flwyddyn ysgol nesaf yn llai na fyddai fe wedi bod fel arall, so mae hynny'n golygu bod mwy o hyblygrwydd, mwy o ofod gan ysgolion. Jest i ddweud, beth sydd wir yn bwysig yw dyw hynny ddim yn effeithio ar hawl unigolion i ofyn am gynllun. Felly, mae hynny'n dal yn parhau. Rŷn ni wedi darparu arian ychwanegol i'r system, fel rych chi'n gwybod, ac rwy'n credu beth mae nifer o ysgolion wedi bod yn gwneud yw defnyddio'r arian yna tuag at roi amser non-contact i'w ALNCOs i allu mynd i'r afael â'r rhifau, os hoffech chi. Felly, byddwn ni jest yn ei gadw e dan drosolwg, a gobeithio bod yr hyblygrwydd hwn yn ddigonol. Ond byddwn ni'n ei gadw fe dan drosolwg.
English: Thank you. I'm sure you will be updating us as a committee as things get under way. Could you tell us a little bit more about the work of the three new national implementation leads and what their responsibilities will be? How will their role differ from the four regional transformation leads that have been in post since 2018?
Welsh: Diolch. Ac yn amlwg, dwi'n siŵr y byddwch chi'n ein diweddaru ni fel pwyllgor wrth i bethau fynd rhagddo, hefyd. Diolch. Fyddwch chi'n gallu rhoi mwy o wybodaeth i ni am waith y tri arweinydd gweithredu cenedlaethol newydd, a beth fydd eu cyfrifoldebau? Sut bydd eu gwaith nhw yn wahanol i'r pedwar arweinydd trawsnewid rhanbarthol sydd wedi bod yn eu swyddi ers 2018?
English: The change is a shift in response to what we are hearing in the system, if you like - that there's a need to move towards a national footprint so that the provision is consistent in every part of Wales. So, we have been doing this work for a period, and the regional work has been vital to move the capacity of the system forward. But you reach a point in any development in terms of introducing reforms where you have to look at the national picture, and that's the mindset behind the change. So, the three implementation leads are focusing on the national picture, the FE picture, and the picture in terms of Welsh-medium provision. They are replacing the individuals who are working on a regional level, if you like. So, the work of the regional implementation leads has come to an end, except for the one involved in further education work. That one is continuing. People are in these roles on a temporary basis until September, and I would expect to see the national and Welsh leads in place following that. So, that is the rationale behind it.
Welsh: Mae'r newid yn sifft sy'n ymateb i beth rŷn ni'n clywed yn y system, os hoffech chi - bod angen symud tuag at footprint cenedlaethol fel bod y ddarpariaeth yn gyson ym mhob rhan o Gymru. Rŷn ni wedi bod wrth y gwaith yma am gyfnod, ac mae'r gwaith rhanbarthol wedi bod yn hollbwysig i symud capasiti'r system ymlaen. Ond rydych chi'n cyrraedd pwynt mewn unrhyw ddatblygiad o ran cyflwyno diwygiadau pan eich bod chi'n gorfod edrych ar y darlun cenedlaethol, wrth gwrs. Felly, dyna'r meddylfryd tu ôl i'r newid. Mae'r tri arweinydd gweithredol yn ffocysu ar y darlun cenedlaethol, y darlun yn addysg bellach, a'r darlun o ran darpariaeth yn y Gymraeg. Maen nhw'n cymryd lle, os hoffech chi, yr unigolion a oedd yn gweithio ar lefel rhanbarthol. Felly, mae gwaith yr implementation leads rhanbarthol wedi dod i ben, oni bai am yr un sydd ynghlwm â'r gwaith addysg bellach - mae hwnnw'n parhau. Mae pobl yn y rolau yna dros dro tan fis Medi, a byddwn i'n disgwyl gweld arweinwyr cenedlaethol a'r Gymraeg yn eu lle ar ôl hynny. Felly, dyna'r syniadaeth y tu cefn iddo fe.
English: Thank you very much. One of the challenges we know exists currently is the shortage of Welsh language resources for ALN and ALN teachers with the specialism to be able to work and support through the medium of Welsh. What progress has been made on this since it was identified during the passage of the Bill over the last five years? What do you see as the challenges that continue in terms of ensuring parity of esteem in continuing in the language of choice of the pupil or young person?
Welsh: Diolch yn fawr iawn. Un o'r heriau rydyn ni'n gwybod sy'n bodoli ar y funud ydy'r prinder adnoddau Cymraeg ar gyfer anghenion dysgu ychwanegol ac athrawon sydd ag arbenigedd i fod yn gallu cefnogi drwy gyfrwng y Gymraeg. Pa gynnydd sydd wedi bod hyd yma ers i'r Bil gael ei drafod dros y pum mlynedd diwethaf yma? Beth ydych chi'n gweld ydy'r heriau sydd yn parhau o ran sicrhau mynediad cydradd yn yr iaith o ddewis y plentyn neu berson ifanc?
English: Work has been under way in the consortia to discover where the resources exist already to ensure that access to those resources is more widely available. Pioneering work has certainly been happening on a local authority level; they've been finding pioneering approaches to address the shortage that you were talking about, including ensuring that people who can speak Welsh are available between schools. So, pioneering work has been happening at a grass-roots level, if you like, but as you know from other discussions that we've been having, one of the issues associated with the WESPs is ensuring that every local authority assesses and states their needs in terms of ALN, so that we can see what is the need to be met. The implementation leads for the Welsh language will have a specific focus, of course, on ensuring that we have a workforce and resources available through the medium of Welsh. At the moment, work is ongoing, for example, to ensure that we have access to licensing of online resources to discover whether people have dyslexia and then we can provide resources to support them. So, that sort of thing is already happening. In the long term - . This of course has been a challenge for a long time, hasn't it? So, one of the elements of the Welsh education workforce plan where I want to see early progress is this area, because the demand is so significant. So, the implementation lead will have an important role in that as well.
Welsh: Mae gwaith wedi bod yn digwydd gan y consortia i ddarganfod ble mae'r adnoddau eisoes yn bodoli, a sicrhau bod mynediad iddyn nhw yn ehangach. Mae arloesi wedi bod yn digwydd, yn sicr, ar lefel awdurdodau lleol, sydd wedi bod yn ffeindio approaches arloesol i allu mynd i'r afael â'r diffyg rydych chi'n sôn amdano fe, yn cynnwys sicrhau bod pobl ar gael rhwng ysgolion sy'n medru'r Gymraeg. Felly, mae arloesi wedi bod yn digwydd ar lawr gwlad, os hoffech chi. Ond fel ŷch chi'n gwybod o drafodaethau eraill rŷn ni wedi bod yn eu cael, un o'r pethau ynghlwm â'r cynlluniau strategol mewn addysg Gymraeg yw sicrhau bod pob awdurdod yn asesu a datgan eu hanghenion o ran anghenion dysgu ychwanegol, fel ein bod ni'n gweld beth yw'r angen sydd angen ei ddiwallu. Bydd gan yr implementation lead ar gyfer y Gymraeg ffocws penodol, wrth gwrs, ar sicrhau bod gennym ni weithlu ac adnoddau trwy gyfrwng y Gymraeg. Ar hyn o bryd, mae gwaith ar waith, er enghraifft, i sicrhau ein bod ni'n cael mynediad at drwyddedu adnoddau ar-lein i ddarganfod a oes gan bobl dyslecsia ac wedyn inni allu darparu adnoddau i'w cefnogi nhw. Felly, mae'r math yna o beth yn digwydd eisoes. Yn y tymor hir - . Mae hwn, wrth gwrs, wedi bod yn her ers sbel, onid yw e? Felly, un o'r elfennau o'r cynllun gweithlu addysg Gymraeg 10 mlynedd lle rwyf eisiau gweld cynnydd cynnar yw'r maes hwn, oherwydd bod y galw mor sylweddol. Felly, bydd gan yr implementation lead rôl bwysig yn hynny o beth hefyd.
English: Is there any intention by the Government to promote these rights in terms of ALN in their language of choice? Because one of the things that we're hearing in areas that haven't perhaps got provision at the moment or are developing it is that the demand is there. But it's difficult, because if the service isn't there then it's very difficult to know what the demand is, where teachers say the demand is there but some local authorities say that the demand isn't there. Is it something - ? It is difficult. Is there an intention to be promoting more in terms of people knowing that there is support in those areas where perhaps the Welsh language isn't as natural?
Welsh: A oes yna unrhyw fwriad gan y Llywodraeth i fod yn hybu'r hawliau hyn o ran anghenion dysgu ychwanegol yn y dewis iaith? Oherwydd un o'r pethau rydyn ni'n ei glywed yn yr ardaloedd sydd efallai â dim darpariaeth ar y funud ond sy'n datblygu ydy bod y galw ddim yna. Ond, mae'n beth anodd, onid ydy, oherwydd os nad ydy'r gwasanaeth yna, yna mae'n anodd iawn gwybod beth ydy'r galw, lle mae athrawon yn mynnu bod, ond efallai rhai awdurdodau lleol yn dweud bod y galw ddim yna. Ydy o'n rhywbeth - ? Mae'n anodd onid ydy? A oes yna fwriad i fod yn hybu mwy o ran bod pobl yn gwybod bod yna gefnogaeth yn yr ardaloedd efallai lle dydy'r Gymraeg ddim mor naturiol, felly? A oes yna unrhyw fwriad?
English: That is a fair question. I'll ask Hannah to come in after I've said one thing. The provision, of course, is available bilingually, and raising awareness of people's rights within the Welsh-medium provision as well as the English provision is there. Your question is a fair one: does the fact that people perhaps have less faith that the provision is available in the Welsh language hide, if you like, the level of demand that would otherwise be there? Perhaps that is true. But, on one hand, I would say that the challenge is more significant than that. Where there is demand, it could be difficult to meet that. So, what you're saying could be correct, but I think the challenge is even more substantial for us. I'll ask Hannah to provide more details, if I may.
Welsh: Mae'n gwestiwn teg. Gwnaf i ofyn i Hannah ddod i mewn ar ôl i fi ddweud un peth, os caf i. Mae'r ddarpariaeth, wrth gwrs, ar gael yn ddwyieithog ac mae codi ymwybyddiaeth pobl o'u hawliau yn digwydd o fewn darpariaeth Cymraeg ynghyd â darpariaeth Saesneg. Mae'ch cwestiwn chi yn gwestiwn teg: a ydy'r ffaith bod pobl efallai â llai o ffydd bod y ddarpariaeth ar gael yn Gymraeg yn cuddio, os hoffwch chi, lefel y galw a fyddai fel arall yn bodoli? Efallai bod hynny'n wir, ond ar un llaw, byddwn i'n dweud bod yr her efallai yn fwy sylweddol na hynny. Hynny yw, lle mae galw, mae'n eithaf anodd ei ddiwallu fe. Felly, efallai bod beth rydych chi'n ei ddweud yn iawn ond rwy'n credu bod yr her, a dweud y gwir, yn fwy sylweddol na hynny, hyd yn oed. Ond gwnaf i ofyn i Hannah i roi ychydig mwy o wybodaeth am hynny, os caf i.
English: We have heard from schools that pupils are still waiting a very long time to be referred to health services such as speech and language, neurodevelopmental and occupational therapy services. How much improvement would you expect to see in this regard now the implementation of the new ALN system is under way? Is this a concern to you, that there is so much time before somebody has a diagnosis before they even have the support?
Welsh: Rydyn ni wedi clywed gan ysgolion bod disgyblion yn dal i aros yn hir iawn i gael eu cyfeirio at wasanaethau iechyd megis iaith a lleferydd, niwroddatblygiadol a therapi galwedigaethol. Faint o welliant fyddech chi'n disgwyl ei weld o ran hyn gyda gweithredu'r system ADY newydd? Ydy hyn yn bryderus ichi, bod yna gymaint o amser cyn i rywun gael y diagnosis, felly, cyn iddyn nhw hyd yn oed cael y gefnogaeth?
English: The whole point of the reforms, on one level, is to ensure that you have the support without a diagnosis. So, the system should be operating as it's rolling out in a way that disconnects the pressure for a diagnosis from providing the support, if you like. The Deputy Minister has stated a plan recently with about £12 million of financial support that hopefully will improve the pathways for neurodevelopmental conditions before 2025. So, it's expected that that will have a positive impact, as well as the investment of over £11 million in terms of autism. So, of course, we're hoping that that will make a difference to the waiting times in terms of the health element, but in terms of the education element, what's important is that we disconnect diagnosis from meeting the need. A ministerial advisory group on neurodevelopmental conditions that's being established at the moment will also, hopefully, be able to ensure that that connection happens more smoothly.
Welsh: Holl bwynt y diwygiadau ar un lefel yw sicrhau eich bod chi'n cael y gefnogaeth heb eich bod chi'n cael y diagnosis. Felly, dylai'r system fod yn gweithredu wrth iddo gael ei rowlio allan mewn ffordd sy'n datgysylltu'r pwysau i gael diagnosis oddi wrth ddiwallu'r angen, os hoffwch chi. Mae'r Dirprwy Weinidog iechyd a gwasanaethau cymdeithasol wedi datgan cynllun yn ddiweddar, gyda rhyw £12 miliwn o gefnogaeth ariannol i hwnnw, sydd yn gobeithio gwella'r llwybrau ar gyfer cyflyrau niwrodatblygiadol cyn 2025. Felly, rŷn ni'n disgwyl i hynny gael effaith positif, ynghyd â'r buddsoddiad o ryw £11 miliwn yn benodol o ran awtistiaeth. Felly, wrth gwrs rydyn ni'n gobeithio y bydd hwnna'n gwneud gwahaniaeth i'r amseroedd aros o ran yr elfen iechyd, ond o ran yr elfen addysg, y peth pwysig yw ein bod ni'n datgysylltu diagnosis o ddiwallu'r angen. Bydd grŵp cynghori gweinidogol ar gyflyrau niwroddatblygiadol sy'n cael ei sefydlu ar hyn o bryd hefyd, rwy'n gobeithio, yn gallu'n helpu ni sicrhau bod y cysylltiad hynny yn digwydd mewn ffordd sy'n esmwythach.
English: Thank you, Minister, and thank you, Chair.
Welsh: Diolch, Weinidog, a diolch, Gadeirydd.
English: Good morning. I'd like to extend a very warm welcome to Members to this meeting of the Culture, Communications, Welsh Language, Sport and International Relations Committee. I have received apologies from Hefin David and Heledd Fychan. Do Members have any declarations of interest to make? I don't see that there are any.
Welsh: Bore da. Dyma estyn croeso i'r Aelodau i'r cyfarfod hwn o'r Pwyllgor Diwylliant, Cyfathrebu, y Gymraeg, Chwaraeon a Chysylltiadau Rhyngwladol. Rwyf wedi derbyn ymddiheuriadau gan Hefin David a Heledd Fychan. A oes gan unrhyw Aelodau fuddiannau i'w datgan? Dwi ddim yn gweld bod.
English: So, we'll move on to item 2, which is papers to note. There's just one paper to note today, which is item 2.1, a letter from the Chair of the Finance Committee to us with regard to the Welsh Government's draft budget 2023-24. Do Members have any comments to make on that paper? I see that there are none.
Welsh: Felly, rydyn ni'n symud ymlaen at eitem 2, sef papurau i'w nodi. Dim ond un papur i'w nodi sydd heddiw, sef eitem 2.1, llythyr gan Gadeirydd y Pwyllgor Cyllid atom ni ynghylch cyllideb ddrafft Llywodraeth Cymru ar gyfer 2023-24. A oes gan unrhyw Aelodau unrhyw sylwadau ar y papur yna? Dwi ddim yn gweld fod.
English: So, I propose, in accordance with Standing Order 17.42, under item 3, that we resolve to exclude the public from the remainder of this meeting. Are Members content to continue in private? I see that they are. So, we'll wait to hear that we have gone into private session.
Welsh: Felly, rwy'n cynnig, o dan Reol Sefydlog 17.42, o dan eitem 3, ein bod ni'n penderfynu gwahardd y cyhoedd o weddill y cyfarfod. Ydych chi'n hapus i ni barhau yn breifat? Ocê. Fe wnawn ni aros i glywed ein bod ni'n breifat, felly.
English: Thank you very much, Chair. It's good to see you this afternoon, First Minister. I'm going to ask the first question in Welsh and then I'll turn to English. I heard a very sad story recently about a person who lives in Caernarfon, works in Pwllheli, doesn't have a car and has to travel by public transport. The last bus returning to Caernarfon leaves before he finishes work, so he is currently living in a tent behind the chapel during the week so he can reach the workplace. So, what is the Government doing to tackle transport poverty, particularly in rural areas?
Welsh: Diolch yn fawr, Cadeirydd, ac rwyf i'n falch o'ch gweld chi y prynhawn yma, Prif Weinidog. Dwi'n mynd i ofyn y cwestiwn cyntaf yn Gymraeg ac af i ymlaen i'r Saesneg wedyn. Ces i glywed stori reit drist yn ddiweddar am berson sydd yn byw yng Nghaernarfon, yn gweithio ym Mhwllheli a dim car ganddo fo ac yn mynd ar drafnidiaeth gyhoeddus. Mae'r bws olaf yn mynd yn ôl i Gaernarfon cyn iddo fo orffen gwaith, felly mae o rŵan yn byw mewn pabell tu ôl i'r capel yn ystod yr wythnos er mwyn gallu cyrraedd y gwaith. Beth mae Llywodraeth Cymru yn ei wneud i daclo tlodi trafnidiaeth, yn enwedig mewn ardaloedd gwledig?