English: Again, you make a good point around greater transparency between new build and refurbishment. It's really important that we stress once again that the project allows for both. Sometimes, there is a misapprehension that the only way to draw down twenty-first century schools money is to have a new building. That's not the case. The programme also allows for the refurbishment of existing facilities or, indeed, the refurbishment and the extension of facilities as well. I've been to some fantastically innovative projects where a school has been a listed building and has very sensitively been expanded to provide additional capacity where the local authority has felt that the school is certainly in the right location and there is a high demand for places, but the existing building simply can't keep pace. So, it's important that there is flexibility in the programme to be able to meet our partners' desires to develop their estate. But I will look to supply the Member with some greater detail around the split between new builds, refurbishment and extensions, if the Member would find that useful. With regard to revenue money, that does indeed go to local authorities. Each local authority has an allocation that is based partly on the number of pupils, but also partly on the number of schools that a local authority has. There are two pots of money this year. The first is for capital costs. We would expect local authorities to allocate those resources - indeed, ring-fence - for the purposes of school maintenance. That would be for, for instance, larger projects that would not normally be able to be covered within a school's own capital budget, such as complete roof replacements, for instance, and that kind. And then the revenue budget, again, is finding its way into school budgets to cover the costs of some revenue maintenance that they would have carried out themselves. It is ring-fenced, but it does go via the local authorities. With regard to community-focused schools, you're right, Suzy, all of our schools should be community-focused schools. This particular pot of money has been used to pilot approaches where there's a real desire in the school to provide greater community usage, but actually the building has demonstrated some constraints. So, we're not talking here about leasing out the school hall for larger events; this is about, for instance, having the space to develop a new classroom that is dedicated to parents' learning, or having the ability to create a new space on the school estate that allows for interdisciplinary teams to work with parents. So, this is not about schools that are not willing to do it, it's about actually adding additional facilities to schools to be able to really expand what they're able to offer parents and where the current estate actually has constraints. So, there's a real desire on behalf of the school, the local authority and the community, but actually there's no adequate space within that building to allow those activities to happen. So, that's why the money is there. But you're right, we need to continue to have conversations with governing bodies, because of course, once the school is handed over to the governing body, it is their responsibility, and we need to engender an expectation always that that building, yes belongs to the school, but actually provides a wonderful opportunity for the wider community. In some communities, the school can be the last vestige of the state; it could be the only public building in an area, and therefore there should be an opportunity. But this is to specifically look at additional spaces on the school estate that allow that school to go the extra mile to develop those relationships. The ring-fencing of the £30 million for Welsh-medium education comes out of education capital expenditure, but it is ring-fenced to specifically support Welsh-medium expansion, whether that be in schools or in nursery settings.
Welsh: Unwaith eto, rydych chi'n gwneud pwynt da ynghylch mwy o dryloywder rhwng adnewyddu ac adeiladu o'r newydd. Mae'n bwysig iawn ein bod yn pwysleisio unwaith eto bod y prosiect yn caniatáu ar gyfer y ddau. Weithiau, mae camargraff mai'r unig ffordd o sicrhau arian ar gyfer ysgolion yr unfed ganrif ar hugain yw cael adeilad newydd. Nid yw hynny'n wir. Mae'r rhaglen hefyd yn caniatáu adnewyddu cyfleusterau presennol neu, yn wir, adnewyddu a helaethu cyfleusterau hefyd. Rwyf wedi ymweld â rhai prosiectau hynod arloesol lle mae ysgol wedi bod yn adeilad rhestredig ac wedi cael ei hehangu'n dringar iawn i ddarparu capasiti ychwanegol lle mae'r awdurdod lleol wedi teimlo bod yr ysgol yn sicr yn y lleoliad cywir a bod galw mawr am leoedd, ond na all yr adeilad presennol ddiwallu'r galw hwnnw. Felly, mae'n bwysig bod hyblygrwydd yn y rhaglen i allu bodloni dymuniadau ein partneriaid i ddatblygu eu hystad. Ond byddaf yn ceisio rhoi mwy o fanylion i'r Aelod am y rhaniad rhwng adeiladau newydd, adnewyddu ac estyniadau, pe bai hynny'n ddefnyddiol i'r Aelod. O ran arian refeniw, mae hynny'n wir yn mynd i awdurdodau lleol. Mae gan bob awdurdod lleol ddyraniad sydd wedi'i seilio'n rhannol ar nifer y disgyblion, ond sydd hefyd yn rhannol ar nifer yr ysgolion sydd gan awdurdod lleol. Mae dwy gronfa o arian eleni. Mae'r cyntaf ar gyfer costau cyfalaf. Byddem yn disgwyl i awdurdodau lleol ddyrannu - yn wir, neilltuo - yr adnoddau hynny at ddibenion cynnal a chadw ysgolion. Byddai'r rheini, er enghraifft, yn brosiectau mwy na fyddent fel arfer yn gallu cael eu cynnwys yng nghyllideb gyfalaf ysgol ei hun, megis ailosod to yn ei gyfanrwydd, er enghraifft, a'r math yna o beth. Ac yna caiff y gyllideb refeniw, unwaith eto, ei chynnwys yng nghyllidebau ysgolion i dalu costau rhywfaint o waith cynnal refeniw y byddent wedi'i wneud eu hunain. Mae wedi'i neilltuo, ond mae'n mynd drwy'r awdurdodau lleol. O ran ysgolion bro, rydych chi'n iawn, Suzy, dylai pob un o'n hysgolion fod yn ysgolion bro. Defnyddiwyd y gronfa benodol hon o arian i arbrofi gyda dulliau gweithredu lle mae awydd gwirioneddol yn yr ysgol i ddarparu mwy o ddefnydd cymunedol, ond ble mae rhai cyfyngiadau mewn gwirionedd ar yr adeilad. Felly, nid ydym yn sôn yma am brydlesu neuadd yr ysgol ar gyfer digwyddiadau mwy; mae hyn yn ymwneud, er enghraifft, â chael y lle i ddatblygu ystafell ddosbarth newydd a ddefnyddir yn benodol i ddysgu rhieni, neu allu creu gofod newydd ar ystâd yr ysgol sy'n caniatáu i dimau rhyngddisgyblaethol weithio gyda rhieni. Felly, nid yw hyn yn ymwneud ag ysgolion nad ydynt yn fodlon gwneud hynny, mae'n ymwneud ag ychwanegu cyfleusterau ychwanegol i ysgolion er mwyn gallu ehangu'r hyn y gallan nhw ei gynnig i rieni a lle mae cyfyngiadau ar yr ystad bresennol mewn gwirionedd. Felly, mae awydd gwirioneddol ar ran yr ysgol, yr awdurdod lleol a'r gymuned, ond mewn gwirionedd nid oes digon o le yn yr adeilad hwnnw i ganiatáu i'r gweithgareddau hynny ddigwydd. Felly, dyna pam mae'r arian yno. Ond rydych chi'n gywir, mae angen i ni barhau i gael sgyrsiau gyda chyrff llywodraethu, oherwydd wrth gwrs, unwaith y bydd yr ysgol yn cael ei throsglwyddo i'r corff llywodraethu, eu cyfrifoldeb nhw yw hi, ac mae angen i ni ennyn disgwyliad bob amser bod yr adeilad hwnnw, ydy, yn perthyn i'r ysgol, ond mewn gwirionedd mae'n gyfle gwych i'r gymuned ehangach. Mewn rhai cymunedau, gall yr ysgol fod yn offeryn olaf y wladwriaeth; efallai mai dyma'r unig adeilad cyhoeddus mewn ardal, ac felly dylid cael cyfle. Ond mae hyn er mwyn edrych yn benodol ar fannau ychwanegol ar yr ystad ysgolion sy'n caniatáu i'r ysgol honno fynd yr ail filltir i ddatblygu'r cydberthnasau hynny. Caiff y £30 miliwn ar gyfer addysg cyfrwng Cymraeg ei neilltuo o wariant cyfalaf addysg, ond mae wedi'i neilltuo i gefnogi ehangu cyfrwng Cymraeg yn benodol, boed hynny mewn ysgolion neu mewn lleoliadau meithrin.