English: Again, in terms of the efforts of schools to ensure that equity of access, that has been something that has certainly been a priority in terms of the welfare offer and the academic progression offer. The two things have gone hand in hand during this period. But in terms of the experiences of pupils, certainly those experiences were more varied at the beginning of the lockdown, but a more general offer, more consistent offer has developed over a period of time. Again, we were in a very different position in April and May in terms of blended and live learning compared to September, or last week, certainly. So, I think that has ensured greater consistency. In terms of pupils with specific needs, without a doubt, some of those instinctive things that teachers can do in the classroom when they are face to face with the pupils, those subtleties behind all particular education and learning, those things tend to go missing online. In terms of body language, encouragement, that consistent, quiet encouragement, that's more difficult online. But I've seen people trying to overcome that in several ways in terms of chat, in terms of plenaries at the end of lessons, individually and with groups of pupils, and those things have been very effective. On a more complex level, we've seen great successes in terms of oracy and language therapy over Teams, to ensure that those literacy and numeracy interventions have continued, to ensure that those reasonable attempts to meet pupils' needs have been achieved, but we do acknowledge that that hasn't been without its challenges and without a great deal of work from the profession.
Welsh: Dwi'n credu eto, o ran ymdrechion ysgolion i sicrhau'r equity o fynediad yna, mae hynny wedi bod yn rhywbeth sydd wedi bod, yn sicr, yn flaenllaw iawn o ran y cynnig lles a'r cynnig cynnydd academaidd. Yn amlwg, mae'r ddau beth wedi mynd ochr yn ochr yn ystod y cyfnod yma. Ond o ran profiadau disgyblion, yn sicr, mi oedd y profiadau hynny yn fwy amrywiol ar gychwyn y cyfnod clo, ond mae cynnig mwy cyffredin, mwy cyson, yn sicr, wedi datblygu dros gyfnod o amser. Eto, roeddem ni mewn man gwahanol iawn, iawn yn Ebrill, Mai o ran dysgu cydamserol, dysgu byw, nag oeddem ni ym mis Medi ac wythnos diwethaf, yn sicr iawn. Felly, mae hynny, dwi'n credu, wedi sicrhau mwy o gysondeb. O ran disgyblion gydag anghenion penodol, heb amheuaeth, mae rhai o'r pethau greddfol hynny mae athrawon yn medru gwneud yn y dosbarth pan fyddan nhw wyneb yn wyneb gyda disgyblion, y subtleties hynny sydd y tu ôl i bob addysgu arbennig, mae'r rheini yn dueddol o fynd ar goll ar-lein. Mae'r pethau yna ynglŷn ag annogaeth, iaith y corff, cymhelliant tawel bach a chyson, mae hynny'n llawer mwy anodd. Rydyn ni wedi gweld pobl yn defnyddio pob math o amrywiaethau i geisio goresgyn hynny o ran y ffordd y mae chat o ran plenaries ar ddiwedd gwersi yn unigol a gyda grwpiau o blant, ac yn y blaen, wedi digwydd wedi bod yn effeithiol iawn. Ar lefelau ychydig yn fwy cymhleth, rydyn ni wedi gweld llwyddiannau mawr mewn pethau megis therapi lleferydd yn cael ei gynnal dros Teams, a sicrhau bod ymyrraethau llythrennedd a rhifedd wedi parhau er mwyn sicrhau bod yr ymdrechion rhesymol hynny i gwrdd ag anghenion pob plentyn wedi cael eu cyflawni. Ond, yn sicr, dwi'n cydnabod dyw hynny ddim wedi bod heb ei heriau a heb waith aruthrol o ran y proffesiwn.