English: Thank you to Llyr for his questions. With regard to the professional learning offer, I simply don't think that, in the past, we have been able to offer our teaching profession the professional learning opportunities that are truly useful to them. There's a balance to be struck between a national approach, making sure that every teacher, regardless of where they are in Wales, has access to a suite of professional learning opportunities that reflect national priorities, whether that be around introducing the digital competence framework, for instance, or behaviour management, or new curriculum changes, but also recognising that, for each teacher, their own professional learning needs and expectations are going to be very different. We have to move away from the old-fashioned professional learning that we've done in the past, where we require teachers to come, usually to Cardiff, and listen to a sage on a stage for the day and go back and simply do that in that school. That simply is not inspiring for professionals themselves, nor does it have an impact in the classroom. So, we have to ensure that there are national overarching professional learning opportunities, but also to be responsive to the individual needs of individual teachers. Professional learning can happen in lots and lots of ways, and our job is to ensure, as a national Government, that that is available to everybody, it's properly funded, and what is available is of good quality. Llyr, you're absolutely right. One of the challenges that we've got is that, if you've got a bright, sparky young teacher, that person is whipped up through the ranks and often taken out of the classroom. It's not true in all cases, but sometimes the professional qualities and talents you have that make you a fantastic classroom teacher aren't necessarily the leadership qualities that are needed to run a school. So, we have to recognise and we have to provide career progression for those people who want to remain in the classroom. Their career opportunities and their earning potential shouldn't be stifled because that's where they excel. That's where we need them to be, and, of course, the devolution of pay and conditions gives us a perfect opportunity to look at these things in the round. The national professional qualification for headship, it does need to be - we do need to improve it and we're in that process. We certainly take feedback from those people who have gone through. But there are two things that we do need to address: (1) why is it that, if somebody goes through the NPQH process, they then don't go on to apply for a headship position? I know a very talented teacher in my own constituency and we had this very conversation. She said to me, 'Are you kidding? I've seen what my headteacher has to do and I quite like my life, thank you very much', which brings us on to the very real question that you talked about: workload. We often talk about workload for teachers, but workload for heads can often be extreme. So, what we're doing on workload for heads, we have got a piece of research going on at the moment where we're actually looking at what headteachers spend their time doing and what we can do to alleviate some of that. I want my headteachers - our headteachers, sorry; that was very proprietorial of me, 'my headteachers' - I want our headteachers to be concentrating on teaching and learning and curriculum development. I do not want to be worried like I was for one headteacher who spends most of her time worrying about how she's going to get the doors open in the morning, because the school building that she's working in is falling down around her ears. She should not be worrying about that; she should be worrying about teaching and learning. I don't want the headteacher who I met recently spending time looking at how she can save an extra 10p on the paper order or the toilet roll order; she needs to be thinking about teaching and learning. We can delegate those tasks to other people. So, just like we could be looking at federation, we also need to be looking at business managers actually taking some of those tasks off headteachers and giving them to people who've got the skills to do that and the time to do that, so that headteachers can concentrate on what we want them to concentrate on, which is raising standards and providing great educational experiences for their young people. The other issue is about having a benchmark for headship, and having some assurance about the qualifications and the readiness for headship, but let me be clear: what the academy will also be about is simply not getting somebody through an NPQH that they have quality assured; it's also about creating the mentorship and the support that is ongoing. And one of the things we do do to new heads especially is, 'Congratulations, here's your new headship, off you go', and we leave them alone. That is a terrifying prospect - a terrifying prospect - for those professionals. So, what the leadership academy is about is nurturing people's careers throughout the entire journey and not simply saying, when you get to be the headteacher, 'That's it, now you're on your own, good luck with that', but providing new mentoring and partnership arrangements, so supporting headteachers to do that.
Welsh: Diolch i Llyr am ei gwestiynau. O ran y cynnig dysgu proffesiynol, nid wyf yn credu, yn y gorffennol, ein bod wedi gallu cynnig y cyfleoedd dysgu proffesiynol sy'n wirioneddol ddefnyddiol i'n proffesiwn addysgu. Mae angen taro cydbwysedd rhwng dull cenedlaethol o weithredu, gan sicrhau bod pob athro, waeth ble y maent yng Nghymru, yn cael gafael ar gyfres o gyfleoedd dysgu proffesiynol sy'n adlewyrchu blaenoriaethau cenedlaethol, boed hynny'n gyflwyno'r fframwaith cymhwysedd digidol, er enghraifft, neu reoli ymddygiad, neu newidiadau cwricwlwm newydd, ond hefyd gydnabod, ar gyfer pob athro, bod eu hanghenion a'u disgwyliadau dysgu proffesiynol eu hunain yn mynd i fod yn wahanol iawn. Mae'n rhaid i ni symud i ffwrdd o'r dysgu proffesiynol hen ffasiwn yr ydym wedi ei wneud yn y gorffennol, lle'r ydym yn gofyn i athrawon ddod, fel arfer i Gaerdydd, a gwrando ar ŵr doeth yn siarad ar lwyfan am y diwrnod ac yna fynd yn ôl a gwneud hynny yn yr ysgol. Nid yw hynny yn ysbrydoli'r gweithwyr proffesiynol eu hunain, ac nid yw'n cael effaith yn y dosbarth. Felly, mae'n rhaid i ni sicrhau cyfleoedd dysgu proffesiynol trosfwaol cenedlaethol, ond hefyd mae'n rhaid bod yn ymatebol i anghenion unigol athrawon unigol. Gall dysgu proffesiynol ddigwydd mewn llawer iawn o ffyrdd, a'n gwaith ni yw sicrhau, fel Llywodraeth genedlaethol, bod hynny ar gael i bawb, ei fod yn cael ei gyllido'n iawn, a bod yr hyn sydd ar gael o ansawdd da. Llŷr, rydych yn hollol gywir. Un o'r heriau sydd gennym yw hyn: os oes gennych athro ifanc disglair, afieithus, mae'r person hwnnw yn cael ei chwipio i fyny drwy'r rhengoedd ac yn aml yn cael ei dynnu allan o'r ystafell ddosbarth. Dyw hyn ddim yn wir ym mhob achos, ond weithiau nid y nodweddion a'r talentau proffesiynol sydd gennych sy'n eich gwneud yn athro dosbarth gwych yw'r rhinweddau arweinyddiaeth sydd eu hangen i redeg ysgol. Felly, mae'n rhaid i ni gydnabod a rhaid i ni roi dilyniant gyrfa i'r bobl hynny sydd am aros yn yr ystafell ddosbarth. Ni ddylai eu cyfleoedd gyrfa a'u potensial o ran cyflog gael eu mygu oherwydd mai dyna ble maent yn rhagori. Dyna ble mae angen iddynt fod, ac, wrth gwrs, mae datganoli tâl ac amodau yn rhoi cyfle perffaith i edrych ar y pethau hyn yn llawn. Mae'r cymhwyster proffesiynol cenedlaethol ar gyfer prifathrawiaeth, mae angen iddo fod - rydym angen iddo wella ac rydym yn y broses honno. Rydym yn sicr yn gwrando ar adborth y bobl hynny sydd wedi mynd drwy'r broses. Ond mae dau beth sydd yn rhaid i ni fynd i'r afael â nhw: (1) pam, os bydd rhywun yn mynd drwy'r broses CPCP, nad yw'n mynd ymlaen i wneud cais am swydd prifathrawiaeth? Rwy'n adnabod athro dawnus iawn yn fy etholaeth i fy hun a chawsom yr union sgwrs yma. Dywedodd wrthyf, 'Ydych chi o ddifrif? Rwyf wedi gweld yr hyn y mae'n rhaid i fy mhennaeth i ei wneud ac rwy'n eithaf hoffi fy mywyd, diolch yn fawr iawn'. Daw hyn â ni at y cwestiwn gwirioneddol yr ydych wedi siarad amdano: llwyth gwaith. Rydym yn aml yn sôn am lwyth gwaith athrawon, ond gall llwyth gwaith penaethiaid yn aml fod yn eithafol. Felly, yr hyn yr ydym yn ei wneud o ran llwyth gwaith penaethiaid, mae ymchwil yn digwydd ar hyn o bryd lle'r ydym yn edrych ar yr hyn y mae penaethiaid yn treulio eu hamser yn ei wneud a'r hyn y gallwn ei wneud i liniaru rhywfaint ar hynny. Rwyf am i fy mhenaethiaid i - ein penaethiaid, mae'n ddrwg gen i; roedd hynna'n berchnogol iawn ar fy rhan i, 'fy mhenaethiaid' - rwyf am i'n penaethiaid ni fod yn canolbwyntio ar addysgu a dysgu a datblygu'r cwricwlwm. Dydw i ddim eisiau bod yn pryderu, fel yr oeddwn am un pennaeth a oedd yn treulio'r rhan fwyaf o'i hamser yn poeni am sut mae hi'n mynd i agor y drysau yn y bore, oherwydd bod adeilad yr ysgol lle mae'n gweithio yn disgyn i lawr o'i chwmpas. Ni ddylai fod yn poeni am hynny; dylai hi fod yn poeni am addysgu a dysgu. Nid wyf am i'r pennaeth y cwrddais â hi yn ddiweddar dreulio amser yn edrych ar sut y gall arbed 10 ceiniog ar yr archeb bapur neu'r archeb papur tŷ bach; mae angen iddi fod yn meddwl am addysgu a dysgu. Gallwn ddirprwyo'r tasgau hynny i bobl eraill. Felly, yn union fel y gallem fod yn edrych ar ffederasiwn, yn wir mae'n rhaid i ni hefyd edrych ar reolwyr busnes yn cymryd rhai o'r tasgau hynny oddi ar benaethiaid a'u rhoi i bobl sydd â'r sgiliau i wneud hynny a'r amser i wneud hynny. Yna gall y penaethiaid ganolbwyntio ar yr hyn yr ydym am iddyn nhw ganolbwyntio arno, sef codi safonau a darparu profiadau addysgol gwych i'n pobl ifanc. Mae'r mater arall yn ymwneud â chael meincnod ar gyfer prifathrawiaeth, a chael rhywfaint o sicrwydd am y cymwysterau a'r parodrwydd ar gyfer prifathrawiaeth. Ond gadewch i mi fod yn glir: yr hyn y bydd yr academi hefyd yn ymwneud ag ef yw nid cael rhywun drwy CPCP y maent wedi sicrhau ei ansawdd; mae hefyd yn ymwneud â chreu'r mentora a'r cymorth sy'n digwydd yn barhaus. Ac un o'r pethau yr ydym yn eu gwneud i benaethiaid newydd yn arbennig yw, 'Llongyfarchiadau, dyma eich prifathrawiaeth newydd, i ffwrdd â chi', ac rydym yn gadael llonydd iddynt. Mae hynny'n frawychus iddynt - yn bosibilrwydd gwirioneddol frawychus - i'r gweithwyr proffesiynol hynny. Felly, mae'r academi arweinyddiaeth yn ymwneud â meithrin gyrfa pobl drwy gydol y daith gyfan, ac nid dim ond dweud, pan fyddwch yn cael swydd pennaeth, 'Dyna ni, yn awr rydych ar eich pen eich hun, pob lwc'. Bydd yn darparu mentora newydd a threfniadau partneriaeth, ac felly'n cefnogi penaethiaid i wneud hynny.