English: Thank you to everyone taking part in this debate. I think it's been very interesting so far, and I appreciate that perhaps the main thrust of it is about reducing the numbers of children in care in a safe way, but in discussing life chances, which I think is point 2 of our motion, I think we do need to look at the relationship between looked-after children and the education system in which they find themselves and about how the needs of those children are met. It's not a stand-alone issue, of course. The ability of any child to get anything from the formal education system to improve their life chances of course, as Caroline Jones said, can be compromised by a host of childhood experiences, but it is for the system to respond to the needs of the children and, actually, the role played by other important people in that child's life, rather than the other way around. So, the first question I want to ask is: how confident are we of how well foster carers are supported and how well they are trained and encouraged to find out the best ways to help the child that's in their care get the most out of their education? This has already been mentioned, but our children's committee did some very hard-hitting work a few years ago on the lack of effective post-adoption support for new parents, but I think the same is going to be true for those long-term foster placements - not the shorter ones, but the longer term foster carers, including kinship carers who, of course, are going through their own mixture of very complicated emotions relating to their own family. So I just want to make the point that point 4 (d) of our motion is not just about a child's safety and, perhaps, their behaviour, it's about recognising that school can be one more place for a looked-after child to feel lost or misunderstood, unsupported, miserable and out of place, even in those schools that are the most switched on to the extra needs of looked-after children. So, can we just be sure and ask ourselves that question as to whether foster carers have all the tools they need to fight a child's corner with that child's school? As we've heard already, educational outcomes for looked-after children are poorer than for their peers. I'm not going to rehearse that again. We should of course be pleased that 23 per cent of looked-after children are now achieving their five good GCSEs. That's considerably up in the last eight years, but we still have 23 per cent of those children who leave with no qualifications at all. How has that happened? What has gone so right and simultaneously so wrong, because behind those figures are some others that should worry us. We've already heard that 10.9 per cent of looked-after children - that's a very small proportion - are reaching that point to be reasonably expected of a 16-year-old. So I'm wondering will we now see a drop in that range of - [ Interruption.] Yes, by all means.
Welsh: Diolch i bawb a gymerodd ran yn y ddadl hon. Credaf iddi fod yn ddiddorol iawn hyd yn hyn, ac rwy'n sylweddoli efallai mai prif fyrdwn y ddadl yw lleihau nifer y plant mewn gofal mewn ffordd ddiogel, ond wrth drafod cyfleoedd bywyd, sef pwynt 2 ein cynnig, rwy'n credu bod angen inni edrych ar y berthynas rhwng plant sy'n derbyn gofal a'r system addysg y maent ynddi a'r modd y diwellir anghenion y plant hynny. Nid yw'n fater sy'n sefyll ar ei ben ei hun, wrth gwrs. Fel y dywedodd Caroline Jones, gall llu o brofiadau plentyndod beryglu gallu unrhyw blentyn i gael unrhyw beth o'r system addysg ffurfiol i wella eu cyfleoedd bywyd, ond mater i'r system mewn gwirionedd yw ymateb i anghenion y plant a'r rôl a chwaraeir gan bobl bwysig eraill ym mywyd y plentyn, yn hytrach nag fel arall. Felly, y cwestiwn cyntaf rwyf am ei ofyn yw: pa mor hyderus rydym ni fod gofalwyr maeth yn cael eu cefnogi'n dda a pha mor dda y cânt eu hyfforddi a'u hannog i ganfod y ffyrdd gorau o helpu'r plentyn sydd yn eu gofal i gael y gorau o'u haddysg? Crybwyllwyd hyn eisoes, ond gwnaeth ein pwyllgor plant waith trawiadol iawn ychydig flynyddoedd yn ôl ar ddiffyg cymorth ôl-fabwysiadu effeithiol i rieni newydd, ond credaf fod yr un peth yn mynd i fod yn wir am leoliadau maeth hirdymor - nid y rhai byrrach, ond y gofalwyr maeth mwy hirdymor, gan gynnwys gofalwyr sy'n berthnasau, wrth gwrs, sy'n mynd drwy eu cymysgedd eu hunain o emosiynau cymhleth iawn yn ymwneud â'u teulu eu hunain. Felly rwyf am wneud y pwynt fod pwynt 4 (d) ein cynnig yn ymwneud â mwy na diogelwch plentyn, a'u hymddygiad efallai, mae'n ymwneud â chydnabod y gall ysgol fod yn un lle arall i blentyn sy'n derbyn gofal deimlo ei fod ar goll, yn ddiflas a heb fod yn perthyn, neu nad oes neb yn ei ddeall, ac nad yw'n cael cymorth, hyd yn oed yn yr ysgolion sy'n fwyaf effro i anghenion ychwanegol plant sy'n derbyn gofal. Felly, a allwn fod yn sicr a gofyn i ni'n hunain a oes gan ofalwyr maeth yr holl arfau sydd eu hangen arnynt i ymladd dros eu plentyn yn ysgol y plentyn hwnnw? Fel y clywsom eisoes, mae canlyniadau addysgol plant sy'n derbyn gofal yn waeth na rhai eu cyfoedion. Nid wyf am ailadrodd hynny eto. Wrth gwrs, dylem fod yn falch fod 23 y cant o blant sy'n derbyn gofal bellach yn cael pum TGAU da. Mae hynny wedi cynyddu'n sylweddol yn yr wyth mlynedd diwethaf, ond mae 23 y cant o'r plant hynny'n dal i adael ysgol heb gymwysterau o gwbl. Sut y mae hynny wedi digwydd? Beth sydd wedi mynd mor dda ac mor anghywir ar yr un pryd, oherwydd y tu ôl i'r ffigurau hynny mae eraill a ddylai fod yn destun pryder i ni. Rydym eisoes wedi clywed mai 10.9 y cant o blant sy'n derbyn gofal - sy'n gyfran fach iawn - sy'n cyrraedd y pwynt y gellir ei ddisgwyl yn rhesymol gan blentyn 16 oed. Felly, tybed a welwn ostyngiad yn awr yn yr ystod honno o - [ T orri ar draws.] Ie, ar bob cyfrif.