techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Minister. I was delighted to see the framework published yesterday. And I hope to speak next week in the statement and to say some words about you then. As you know, the Children, Young People and Education Committee recently held a brilliant session on the impact of COVID on the physical and mental health of children and young people, and I would like to thank Professor Ann John, Professor Alka Ahuja, Professor Adrian Edwards and Dr David Tuthill from the Royal College of Paediatrics and Child Health for their very powerful evidence. We were given a very clear message about how vital the focus on well-being is in the return to school, but also how crucial it is that we give children and young people hope. Some of the narrative emerging in public discourse about ensuring children and young people can return to school has been very negative. Terms like 'COVID generation', and even terms like 'catch-up' are indicative of loss, when I think we should be celebrating the phenomenal resilience of children and young people, given what they've been through through this period. So, would you agree with me, Minister, that it is absolutely correct that we not just prioritise well-being as more and more children now return to school, but also that we reject any counsel of despair and make sure that we say to our children and young people, 'We know what you've been through, and our priority now is to help you recover from that in a positive and hopeful way'?
Welsh: Diolch, Weinidog. Roeddwn wrth fy modd yn gweld y fframwaith yn cael ei gyhoeddi ddoe. A gobeithiaf siarad yn y datganiad yr wythnos nesaf a dweud rhai geiriau amdanoch bryd hynny. Fel y gwyddoch, cynhaliodd y Pwyllgor Plant, Pobl Ifanc ac Addysg sesiwn wych yn ddiweddar ar effaith COVID ar iechyd corfforol a meddyliol plant a phobl ifanc, a hoffwn ddiolch i'r Athro Ann John, yr Athro Alka Ahuja, yr Athro Adrian Edwards a Dr David Tuthill o Goleg Brenhinol Pediatreg ac Iechyd Plant am eu tystiolaeth rymus iawn. Cawsom neges glir iawn ynglŷn â pha mor hanfodol yw'r ffocws ar lesiant wrth ddychwelyd i'r ysgol, ond hefyd pa mor hanfodol yw rhoi gobaith i blant a phobl ifanc. Mae peth o'r naratif sydd i'w weld mewn trafodaethau cyhoeddus am sicrhau bod plant a phobl ifanc yn gallu dychwelyd i'r ysgol wedi bod yn negyddol iawn. Mae ymadroddion fel 'cenhedlaeth COVID', a hyd yn oed ymadroddion fel 'dal i fyny' yn arwydd o golled, pan gredaf y dylem fod yn dathlu gwydnwch aruthrol plant a phobl ifanc, o ystyried yr hyn y maent wedi bod drwyddo drwy gydol y cyfnod hwn. Felly, a fyddech yn cytuno â mi, Weinidog, ei bod yn gwbl gywir ein bod nid yn unig yn blaenoriaethu llesiant wrth i fwy a mwy o blant ddychwelyd i'r ysgol yn awr, ond hefyd ein bod yn gwrthod unrhyw ymgais i greu anobaith ac yn sicrhau ein bod yn dweud wrth ein plant a'n pobl ifanc, 'Fe wyddom beth rydych chi wedi bod drwyddo, a'n blaenoriaeth yn awr yw eich helpu i wella o hynny mewn ffordd gadarnhaol a gobeithiol'?
English: Thank you very much, Lynne. I, too, am absolutely delighted that the framework has now been published and will be there to support schools in this really, really important aspect of their work, because if we think about the interruption to education that we have all witnessed and our children and young people have experienced, we're not going to be able to move forward from that unless we address well-being, because we know that learning cannot stick without that. And I couldn't agree with you more that a constant reference to a deficit model will help no-one. In fact, it will just add additional stress to the teaching profession. It will add additional stress to our children and young people. So, learning interrupted, yes, but learning lost, never. I understand why parents are concerned, and I understand why older children and students would be concerned. But, as we've demonstrated, with the investment that we're already making, we have an education system and professionals who stand ready to ensure that they can move forward with real confidence in the next steps of their education. And if we engage continually in that mantra of despair, as you have described, it will become a self-fulfilling prophecy, because children become what they are told, and therefore we need to change the dialogue and work with our educational professionals to help our children move forward with confidence.
Welsh: Diolch yn fawr iawn, Lynne. Rwyf innau hefyd wrth fy modd fod y fframwaith bellach wedi'i gyhoeddi ac y bydd yno i gefnogi ysgolion yn yr agwedd wirioneddol bwysig hon ar eu gwaith, oherwydd os meddyliwn am y tarfu ar addysg rydym i gyd wedi'i weld ac y mae ein plant a'n pobl ifanc wedi'i brofi, ni fyddwn yn gallu symud ymlaen o hynny oni bai ein bod yn mynd i'r afael â llesiant, oherwydd gwyddom na all dysgu ddigwydd heb hynny. Ac rwy'n cytuno'n llwyr â chi na fydd cyfeirio cyson at fodel diffyg yn helpu neb. Yn wir, bydd yn ychwanegu pwysau ychwanegol ar y proffesiwn addysgu. Bydd yn ychwanegu pwysau ychwanegol ar ein plant a'n pobl ifanc. Felly, torrwyd ar draws eu dysgu, do, ond ni fyddant yn colli dysgu. Deallaf pam y mae rhieni'n pryderu, a deallaf pam y byddai plant a myfyrwyr hŷn yn pryderu. Ond fel rydym wedi dangos, gyda'r buddsoddiad rydym eisoes yn ei wneud, mae gennym system addysg ac addysgwyr proffesiynol sy'n barod i sicrhau y gallant symud ymlaen gyda hyder gwirioneddol drwy gamau nesaf eu haddysg. Ac os byddwn yn ymroi'n barhaus i fantra anobaith, fel rydych wedi'i ddisgrifio, fe wireddir y broffwydoliaeth ohoni ei hun, oherwydd mae plant yn tyfu i fod yr hyn a ddywedir wrthynt, ac felly mae angen inni newid y ddeialog a gweithio gyda'n haddysgwyr proffesiynol i helpu ein plant i symud ymlaen yn hyderus.
English: I agree wholeheartedly with what Lynne Neagle has been saying about the importance of focusing on empowering young people and giving them hope. Young people have - . I'm trying to recalibrate the way I'm going to word this, actually, because I was going to say, 'They've missed out on so many experiences.' But, actually, young people have so many experiences that they need to regain, then, after the pandemic. Friendships and routines have been disrupted. Many young people have been suffering with isolation and loneliness. Could I ask you, Minister, when the guidance on the whole-school approach to well-being and mental health will be implemented in schools and when will young people be able to feel the benefits of that? I am particularly concerned about very young children - those who should have started school during the pandemic, but because they've got parents who are shielding, maybe they haven't been able to go into school. Those yearly years - the reception classes, the meithrin classes - are so fundamentally important to forming bonds between children. So, what support do you think could be made available to re-establish bonds between young children? And will there be particular help, particularly for children who haven't seen their friends in such a long time?
Welsh: Cytunaf yn llwyr â'r hyn y mae Lynne Neagle wedi bod yn ei ddweud am bwysigrwydd canolbwyntio ar rymuso pobl ifanc a rhoi gobaith iddynt. Mae gan bobl ifanc - . Rwy'n ceisio ailgyflunio'r ffordd rwy'n mynd i eirio hyn, mewn gwirionedd, oherwydd roeddwn yn mynd i ddweud, 'Maent wedi colli cynifer o brofiadau.' Ond mewn gwirionedd, mae gan bobl ifanc gymaint o brofiadau y mae angen iddynt eu hadennill, felly, ar ôl y pandemig. Amharwyd ar gyfeillgarwch a phatrwm dyddiol. Mae llawer o bobl ifanc wedi bod yn teimlo unigrwydd ac arwahanrwydd. Weinidog, a gaf fi ofyn i chi pryd fydd y canllawiau ar y dull ysgol gyfan o ymdrin â llesiant ac iechyd meddwl yn cael eu gweithredu mewn ysgolion a phryd y bydd pobl ifanc yn gallu teimlo manteision hynny? Rwy'n pryderu'n arbennig am blant ifanc iawn - y rhai a ddylai fod wedi dechrau yn yr ysgol yn ystod y pandemig, ond oherwydd bod ganddynt rieni sy'n gwarchod eu hunain, efallai nad ydynt wedi gallu mynd i'r ysgol. Mae'r blynyddoedd hynny - y dosbarthiadau derbyn, y dosbarthiadau meithrin - mor sylfaenol bwysig i ffurfio cwlwm rhwng plant. Felly, pa gymorth y credwch y gellid ei ddarparu i ailsefydlu cwlwm rhwng plant ifanc? Ac a fydd cymorth arbennig, yn enwedig i blant nad ydynt wedi gweld eu ffrindiau ers cymaint o amser?
English: Thank you, Delyth. I think you have hit upon one of the aspects of the interruption to education that has really impacted upon children and young people, and that is a sense of isolation and the inability to spend time with their friends. And that's why schools the length and breadth of Wales have been focusing on that when they have seen the foundation phase return. And, indeed, that interaction and that pedagogy is at the heart of our foundation phase approach, and in that playing together once again, being together, chatting together, children are learning and acquiring the skills that they need for a confident future. That's why we have ensured that there is time and space within the curriculum for that to happen, and that's why we have made additional funding available together to ensure that there are adults there to support children as they re-engage with face-to-face learning and re-establish those relationships with their peers and with their teachers and teaching assistants.
Welsh: Diolch, Delyth. Credaf eich bod wedi taro ar un o'r agweddau ar y tarfu ar addysg sydd wedi effeithio'n wirioneddol ar blant a phobl ifanc, sef y teimlad o arwahanrwydd ac anallu i dreulio amser gyda'u ffrindiau. A dyna pam y mae ysgolion ar hyd a lled Cymru wedi bod yn canolbwyntio ar hynny wrth weld y cyfnod sylfaen yn dychwelyd. Ac yn wir, mae'r rhyngweithio a'r addysgeg honno'n ganolog i'n dull cyfnod sylfaen o weithredu, ac wrth chwarae gyda'i gilydd unwaith eto, bod gyda'i gilydd, sgwrsio gyda'i gilydd, mae plant yn dysgu ac yn caffael sgiliau y maent eu hangen ar gyfer dyfodol hyderus. Dyna pam ein bod wedi sicrhau bod amser a lle o fewn y cwricwlwm i hynny ddigwydd, a dyna pam ein bod wedi sicrhau bod arian ychwanegol ar gael gyda'n gilydd i sicrhau bod oedolion yno i gefnogi plant wrth iddynt ymroi eto i ddysgu wyneb yn wyneb ac ailsefydlu'r berthynas gyda'u cyfoedion a chyda'u hathrawon a'u cynorthwywyr addysgu.
English: Thank you, Angela. Welsh Government has so far provided Carmarthenshire and Pembrokeshire local authorities with £1,649,000 to recruit, recover and raise standards, supporting learners at crucial stages in their education. I recently announced an additional £72 million to support learners, taking our total support for learning - I was going to use the word 'recovery', but after what I've just said, that would be remiss of me - for our learning plan for 2021 to £112 million.
Welsh: Diolch, Angela. Hyd yn hyn, mae Llywodraeth Cymru wedi darparu £1,649,000 i awdurdodau lleol Sir Gaerfyrddin a Sir Benfro ar gyfer recriwtio, adfer a chodi safonau, er mwyn cefnogi dysgwyr ar gamau hanfodol yn eu haddysg. Yn ddiweddar, cyhoeddais £72 miliwn ychwanegol i gefnogi dysgwyr, gan ddod â chyfanswm ein cymorth ar gyfer - roeddwn am ddefnyddio'r gair 'adfer', ond ar ôl yr hyn rwyf newydd ei ddweud, byddai hynny'n esgeulus - ein cynllun dysgu ar gyfer 2021 i £112 miliwn.
English: Well, thank you for that, but the reality in Carmarthen West and South Pembrokeshire is, over the last decade and a bit, only one out of the five secondary schools in that constituency have not been in some form of special measures or targeted intervention or needing to improve significantly. Now, with education being hit by COVID over the last 12 months, it's inevitable that the schools that were already struggling will struggle to move forward. I'm thinking of schools such as Greenhill, where Estyn report after Estyn report after Estyn report has said there has to be improvement, and improvement we do not really see. So, what action is the Welsh Government going to be able to provide specifically to schools in special measures or that require some kind of significant improvement, to help raise the standards of their educational offering to their pupils? Because this is a problem that seems to be incredibly intractable.
Welsh: Wel, diolch am hynny, ond y realiti yng Ngorllewin Caerfyrddin a De Sir Benfro dros y degawd a mwy diwethaf yw mai un yn unig o'r pump ysgol uwchradd yn yr etholaeth honno sydd heb fod yn destun rhyw fath o fesurau arbennig neu ymyrraeth wedi'i thargedu neu angen ei gwella'n sylweddol. Nawr, gydag addysg yn cael ei heffeithio'n wael gan COVID dros y 12 mis diwethaf, mae'n anochel y bydd yr ysgolion a oedd eisoes yn cael trafferth yn ei chael hi'n anodd symud ymlaen. Rwy'n meddwl am ysgolion fel ysgol Greenhill, lle mae un adroddiad Estyn ar ôl y llall yn dweud bod angen gwelliannau, ac nid ydym yn gweld gwelliannau. Felly, pa gamau y mae Llywodraeth Cymru yn mynd i allu eu rhoi ar waith yn benodol i ysgolion sy'n destun mesurau arbennig neu sydd angen rhyw fath o welliant sylweddol, i helpu i godi safonau eu cynnig addysgol i'w disgyblion? Oherwydd, yn ôl pob golwg, mae hon yn broblem sy'n anhygoel o anodd mynd i'r afael â hi.
English: Thank you, Angela. Whilst inspection activities have been suspended during the pandemic, I want to reassure you, and indeed other Members, that Estyn continue to engage with schools that were previously identified as needing an additional level of support. Clearly, that has been done remotely and has been done in a sympathetic way, recognising the conditions under which those schools are working, but that work has not stopped as a result of the pandemic, nor has the work of the regional consortia in ensuring that those schools that have been previously identified as needing additional support continue to receive it. With regard to schools that are causing concern, the Member may be aware that, prior to COVID, we had piloted a new multi-agency approach, with Estyn having an ongoing role in leading school improvement rather than the previous role, where Estyn came in, decided what they felt was wrong, disappeared and then came back to pass a judgment once again. The new pilot model, prior to COVID, trialled in a number of schools, was proving to be very successful, and in my recent letter to Estyn, I have also agreed to extend funding for that programme. So, that programme will become available to all of Wales, which, I believe, is a different approach to trying to make more rapid progress in those schools where we know extra support is needed.
Welsh: Diolch, Angela. Er bod gweithgareddau arolygu wedi'u hatal yn ystod y pandemig, hoffwn roi sicrwydd i chi, ac i'r Aelodau eraill yn wir, fod Estyn yn parhau i ymgysylltu ag ysgolion y nodwyd yn flaenorol fod angen lefel ychwanegol o gymorth arnynt. Yn amlwg, gwnaed hynny o bell, ac fe'i gwnaed mewn ffordd sympathetig, sy'n cydnabod yr amodau y mae'r ysgolion hynny yn gweithio ynddynt, ond nid yw'r gwaith hwnnw wedi dod i ben o ganlyniad i'r pandemig, ac mae gwaith y consortia rhanbarthol hefyd yn parhau er mwyn sicrhau bod yr ysgolion y nodwyd eisoes bod angen cymorth ychwanegol arnynt yn parhau i'w dderbyn. Mewn perthynas â'r ysgolion sy'n peri pryder, efallai y bydd yr Aelod yn ymwybodol ein bod, cyn COVID, wedi treialu dull amlasiantaethol newydd, gyda rôl barhaus i Estyn yn arwain y gwaith gwella ysgolion yn hytrach na'r rôl flaenorol, lle roedd Estyn yn dod i mewn, yn penderfynu beth oedd yn anghywir yn eu barn hwy, yn diflannu ac yna'n dychwelyd i roi eu barn unwaith eto. Roedd y model peilot newydd a dreialwyd mewn nifer o ysgolion cyn COVID, yn llwyddiannus iawn, ac yn fy llythyr diweddar i Estyn, rwyf hefyd wedi cytuno i ymestyn cyllid ar gyfer y rhaglen honno. Felly, bydd y rhaglen ar gael i Gymru gyfan, sydd, yn fy marn i, yn ddull gwahanol o geisio gwneud cynnydd cyflymach yn yr ysgolion lle gwyddom fod angen cymorth ychwanegol.
English: Supply teachers in Wales can be employed either directly via local authorities or schools, or via commercial supply agencies. Headteachers and governing bodies are responsible for all staffing decisions and for ensuring that they have an effective workforce in place under the Staffing of Maintained Schools (Wales) Regulations 2006.
Welsh: Gellir cyflogi athrawon cyflenwi yng Nghymru naill ai'n uniongyrchol drwy awdurdodau lleol neu ysgolion, neu drwy asiantaethau cyflenwi masnachol. Penaethiaid a chyrff llywodraethu sy'n gyfrifol am yr holl benderfyniadau staffio ac am sicrhau bod ganddynt weithlu effeithiol o dan Reoliadau Staffio Ysgolion a Gynhelir (Cymru) 2006.
English: Can I thank the Minister for that response? I mean, I, and I'm sure many others, have serious concerns regarding the way supply teachers are treated and paid via agencies. I know it's not the best solution, but councils could recreate the supply register and supply teachers to be directly employed by councils, or a consortia of councils, and then go out into schools rather than having them employed by the agency who top-slice their pay.
Welsh: A gaf fi ddiolch i'r Gweinidog am ei hymateb? Hynny yw, mae gennyf fi a llawer o bobl eraill rwy'n siŵr, bryderon difrifol ynglŷn â'r ffordd y mae athrawon cyflenwi'n cael eu trin a'u talu drwy asiantaethau. Gwn nad dyma'r ateb gorau, ond gallai cynghorau ail-greu'r gofrestr gyflenwi a chyflenwi athrawon fel eu bod yn cael eu cyflogi'n uniongyrchol gan gynghorau, neu gonsortia o gynghorau, ac yna'n mynd i ysgolion yn hytrach na'u bod yn cael eu cyflogi gan yr asiantaeth sy'n mynd â chyfran o'u cyflog.
English: Indeed. Mike, as I said in my opening question, there is nothing to stop local authorities creating a supply list of their own, and may I suggest perhaps the best way forward is to discuss that with Councillor Jen Rayner in your own local authority? I'm sure she'll be very happy to oblige.
Welsh: Yn wir. Mike, fel y dywedais yn fy nghwestiwn agoriadol, nid oes unrhyw beth i rwystro awdurdodau lleol rhag creu rhestr gyflenwi eu hunain, ac a gaf fi awgrymu efallai mai'r ffordd orau ymlaen yw drwy drafod hynny gyda'r Cynghorydd Jen Rayner yn eich awdurdod lleol? Rwy'n siŵr y bydd yn fwy na pharod i wneud hynny.
English: Thank you, Bethan, and this is probably the last question that Bethan will ever ask me, so I just want to wish Bethan all the best. Bethan, since the introduction of our student finance reforms, which are unique in Europe, there has been a 40 per cent increase in first degree part-time students in Wales, and we've also seen a 21 per cent increase in Welsh part-time students from the most deprived backgrounds.
Welsh: Diolch, Bethan, ac mae'n debyg mai hwn yw'r cwestiwn olaf y bydd Bethan yn ei ofyn i mi, felly hoffwn ddymuno'r gorau i Bethan. Bethan, ers cyflwyno ein diwygiadau i gyllid myfyrwyr, sy'n unigryw yn Ewrop, mae cynnydd o 40 y cant wedi bod yn nifer y myfyrwyr rhan-amser sy'n astudio ar gyfer eu gradd gyntaf yng Nghymru, ac rydym hefyd wedi gweld cynnydd o 21 y cant yn nifer y myfyrwyr rhan-amser o Gymru sy'n dod o'r cefndiroedd mwyaf difreintiedig.
English: Thank you, and all the best for the future; we'll have lives outside of politics yet. The Minister has made increases in part-time numbers of students a major theme during her time in office. But can you confirm to us that when Open University student number increases are taken out, overall there has been a decline in part-time student numbers in the Welsh HE sector since the start of the implementation of Welsh Government financial reforms, specifically since the start of full Diamond implementations, not the announcement of the policy? So, can you confirm the numbers of part-time students starting at Welsh universities? Thank you.
Welsh: Diolch, a phob hwyl ar gyfer y dyfodol; bydd gennym fywydau y tu hwnt i wleidyddiaeth eto. Mae'r Gweinidog wedi sicrhau bod cynyddu niferoedd myfyrwyr rhan-amser yn thema bwysig yn ystod ei chyfnod yn y swydd. Ond a allwch gadarnhau i ni, pan nad yw'r cynnydd yn nifer myfyrwyr y Brifysgol Agored yn cael ei chyfrif, fod gostyngiad cyffredinol wedi bod yn nifer y myfyrwyr rhan-amser yn sector addysg uwch Cymru ers dechrau gweithredu diwygiadau ariannol Llywodraeth Cymru, yn benodol ers dechrau gweithredu argymhellion Diamond yn llawn, nid cyhoeddi'r polisi? Felly, a allwch gadarnhau nifer y myfyrwyr rhan-amser sy'n dechrau ym mhrifysgolion Cymru? Diolch.
English: Bethan, as I said, actually, in terms of first degrees that are being studied on a part-time basis in Wales, there's been a 40 per cent increase.
Welsh: Bethan, fel y dywedais, bu cynnydd o 40 y cant yn y graddau cyntaf sy'n cael eu hastudio'n rhan-amser yng Nghymru.
English: Thank you very much, Minister, for that.
Welsh: Diolch yn fawr iawn, Weinidog.
English: We move on to item 3, which is questions to the Senedd Commission. Question 1 this afternoon will be answered by Joyce Watson - [ Interruption.]
Welsh: Symudwn ymlaen at eitem 3, sef y cwestiynau i Gomisiwn y Senedd. Bydd cwestiwn 1 y prynhawn yma'n cael ei ateb gan Joyce Watson - [ Torri ar draws.]
English: She'll give you her address, and she wants -
Welsh: Bydd yn rhoi ei chyfeiriad i chi, ac mae arni eisiau -
English: Can you do that now?
Welsh: A allwch wneud hynny nawr?
English: Thank you for that question. The Vote 16 strand of the election campaign is being rolled out across Wales and includes paid advertising, social media promotion and events. We are running adverts on social media platforms like Instagram and YouTube, and holding a range of events for schools, colleges and youth groups, and this will continue throughout April. And we, of course, worked with a broad range of bodies during the last week of February for Vote 16 Week, which showcased events, including a school assembly, training for education professionals, and the mock election debate hosted by the BBC's Teleri Glyn Jones.
Welsh: Diolch am y cwestiwn. Mae elfen Pleidlais 16 ymgyrch yr etholiad yn cael ei chyflwyno ledled Cymru ac yn cynnwys talu am hysbysebion, gwaith hyrwyddo ar y cyfryngau cymdeithasol a digwyddiadau. Rydym yn hysbysebu ar blatfformau cyfryngau cymdeithasol fel Instagram ac YouTube, ac yn cynnal ystod o ddigwyddiadau ar gyfer ysgolion, colegau a grwpiau ieuenctid, a bydd hyn yn parhau drwy fis Ebrill. Ac fe wnaethom ni, wrth gwrs, weithio gydag ystod eang o gyrff yn ystod wythnos olaf mis Chwefror ar gyfer Wythnos Pleidlais 16, a oedd yn cynnwys digwyddiadau fel gwasanaeth ysgol, hyfforddiant i weithwyr addysg proffesiynol, a ffug ddadl etholiad dan arweiniad Teleri Glyn Jones o'r BBC.