English: Diolch, Deputy Presiding Officer. Thank you for your statement, Minister. We welcome a lot of what you say, and hope to see it translate into making a difference. However, what I am concerned about is the timing and content of some of what you've said. I'll start with how you've outlined community schools, our twenty-first century schools. I mean, that's been in progress since 2014 - nearly a decade now - and it's only now that we're talking about ensuring that they're truly community schools. We all want them to be, but it's clear from the community schools, these twenty-first century schools, as you go around our schools, that that is not what's happening; they're closing when the school closes. So, it is definitely something that we need to look into. So, I'm hoping that the things you've announced today will actually make a difference in this regard, and schools will be used to their full capacity and what they should be used for to make them truly community schools. Also within your statement - and I completely concur with the statement - the most important influence on a learner's success within the education system is the quality of learning and teaching - absolutely, 100 per cent. What concerns me is that teachers need more support, they need more training, and we need more teachers. We have a lack of teachers coming forward now, apart from the programme that you've put in place, which, unfortunately, is not going to continue. We had a situation where we had Chwarae Teg's leadership group come in today - young ladies coming in, interested in going forward in politics. They were a wonderful group of ladies, but it was really interesting to ask them about their experiences of how they're seeing things at the moment, how their experiences of lockdown impacted on their learning, on teaching and that sort of thing. And what became very apparent to me was their concern, even though they thought that teachers were doing a wonderful job, which we all know that they are, about the lack of support that they are getting in terms of knowing what the exam content is going to be, what modules they can cut, and then the girls themselves were worried about revision and what they ought to revise. And although we don't like the term 'catch-up', they were talking about the fact that - they were from all over Wales - the quality of education when it was online in lockdown was poor, and they're finding that even if it was okay, they're redoing what they did during lockdown because a lot of people were offline, even though they said that they were online, it was a blank screen and no-one could see if they were there, they might not even have been listening, so they had to repeat the whole thing to ensure that everybody in that class got the learning that they should have had. And what they said to me, also, was that the people who had missed out were those from low-income families, as a rule, and obviously those people with parents who were working, so they couldn't keep an eye on their children and support their children at home during that time. And that massive element of catch-up, even though we don't like to use that word, was real; it was very real. And they found that it was a massive stress to them and that they weren't actually getting the mental health support that they need. And all these things that you've announced today are fabulous, but we must go to the core of what is going on here, of what is going on in the classroom, whether teachers are having enough support, and whether learners feel supported themselves. And for me, today, I was shocked by the fact that very intelligent girls from all over didn't feel that that support was there. So, I think that that is something that we need to look into. Also, then, the educational disadvantage and its impact on educational achievement. Our PISA results are the worst; it's an embarrassment to Wales, I would say, on a par with Soviet bloc countries. And then we've got the pandemic, which has exacerbated that massive attainment gap between those that we really need to be helping out. All this is not painting a very good picture, and although what you've announced today is great, I think there's still so much that we need to be looking into. And also, have people still got the technical support that they need, the connectivity that they need, from low-income families, the ones who were suffering the most during the pandemic? Because a lot of things - as I'm aware from my own son in secondary school - are now online; there's Google Classroom, there's Google Meet for homework and revision. All these sorts of things need to be thought about in the round if we are truly wanting to up our attainment level. So, I'm just wondering if you could comment on all that, Minister. I think I've got a - . Here we go: in 2019 and last year, traditional exams were set, the attainment gap at top A* GCSE grade stood at 5.3 points between those getting free school meals and those not eligible. The gap then reached 11.5 per cent in 2021. It's not painting a very good picture, Minister.
Welsh: Diolch, Dirprwy Lywydd. Diolch am eich datganiad, Gweinidog. Rydym ni'n croesawu llawer o'r hyn yr ydych chi'n ei ddweud, ac yn gobeithio y bydd yn gwneud gwahaniaeth gwirioneddol. Serch hynny, yr hyn yr wyf i'n pryderu yn ei gylch yw amseriad a chynnwys rhywfaint o'r hyn y gwnaethoch chi ei ddweud. Rwyf i am ddechrau gyda'r ffordd yr ydych chi wedi amlinellu ysgolion cymunedol, ein hysgolion ni ar gyfer yr unfed ganrif ar hugain. Hynny yw, mae'r gwaith hwnnw wedi bod ar y gweill ers 2014 - bron i ddegawd yn ôl erbyn hyn - a dim ond nawr yr ydym ni'n sôn am wneud yn siŵr eu bod nhw'n ysgolion gwirioneddol gymunedol. Mae pob un ohonom ni'n dymuno iddyn nhw fod felly, ond mae hi'n amlwg o'r ysgolion cymunedol, yr ysgolion unfed ganrif ar hugain hyn, wrth i chi fynd o amgylch ein hysgolion ni, nad dyna sy'n digwydd; maen nhw'n cau pan fydd yr ysgol yn cau. Felly, mae hynny'n bendant yn rhywbeth y mae angen i ni ymchwilio iddo. Felly, rwy'n gobeithio y bydd y pethau y gwnaethoch chi eu cyhoeddi heddiw yn gwneud gwahaniaeth yn hyn o beth, ac y bydd ysgolion yn cael eu defnyddio hyd eithaf eu gallu a gyda'r defnydd a ddylid ei wneud ohonyn nhw i'w gwneud nhw'n ysgolion gwirioneddol gymunedol. Yn eich datganiad hefyd - ac rwy'n cytuno yn llwyr â'r gosodiad - y dylanwad pwysicaf ar lwyddiant dysgwr o fewn y system addysg yw ansawdd y dysgu a'r addysgu - yn union, 100 y cant. Yr hyn sy'n fy mhoeni i yw bod angen mwy o gymorth ar athrawon, mae angen mwy o hyfforddiant arnyn nhw, ac mae angen mwy o athrawon arnom ni. Mae gennym ni brinder athrawon yn dod i'r amlwg nawr, ar wahân i'r rhaglen y gwnaethoch chi ei rhoi ar waith, na fydd hi, yn anffodus, yn parhau. Fe gawsom ni sefyllfa lle'r oedd gennym ni grŵp arweinyddiaeth Chwarae Teg yn dod i mewn heddiw - menywod ifanc yn dod i mewn, â diddordeb mewn symud ymlaen yn y byd gwleidyddol. Roedden nhw'n grŵp gwych o fenywod, ond roedd hi'n ddiddorol iawn eu holi nhw ynglŷn â'u profiadau nhw o ran sut maen nhw'n gweld pethau ar hyn o bryd, sut roedd eu profiadau nhw o'r cyfnod clo yn effeithio ar eu dysgu, ar addysgu a phethau o'r fath. A'r hyn a ddaeth yn amlwg iawn i mi oedd eu pryder nhw, er eu bod nhw o'r farn fod athrawon yn gwneud gwaith ardderchog, fel y gwyddom ni eu bod nhw, am y diffyg cefnogaeth sydd yn bod o ran gwybod beth fydd cynnwys yr arholiad, pa fodiwlau y gallan nhw eu torri allan, ac yna roedd y merched eu hunain yn poeni am adolygu a'r hyn y dylen nhw ei adolygu. Ac er nad ydym ni'n hoffi'r term 'dal i fyny', roedden nhw'n sôn am y ffaith - roedden nhw'n dod o bob rhan o Gymru - fod ansawdd yr addysg o safon wael pan oedd hwnnw ar-lein yn y cyfnod clo, ac maen nhw'n canfod, hyd yn oed os oedd hwnnw'n dderbyniol, eu bod yn ailwneud yr hyn a wnaethon nhw yn ystod y cyfnod clo oherwydd roedd llawer o bobl heb fod ar-lein, er eu bod nhw wedi dweud eu bod nhw ar-lein, roedd y sgrin yn wag ac ni allai neb weld a oedden nhw yno, efallai nad oedden nhw hyd yn oed yn gwrando, felly roedd hi'n rhaid iddyn nhw ailadrodd yr holl beth i sicrhau bod pawb yn y dosbarth hwnnw wedi cael yr addysg y dylen nhw fod wedi'i gael. A'r hyn yr oedden nhw'n ei ddweud wrthyf i hefyd oedd mai'r bobl a oedd wedi colli allan fwyaf oedd y rhai o deuluoedd incwm isel, fel rheol, ac yn amlwg y bobl hynny â rhieni a oedd yn gweithio, fel na allen nhw gadw llygad ar eu plant a chefnogi eu plant yn y cartref yn ystod y cyfnod hwnnw. Ac roedd yr elfen aruthrol honno o ddal i fyny, er nad ydym ni'n hoffi defnyddio'r term hwnnw, yn wirioneddol; roedd yn wirioneddol iawn. Ac roedden nhw'n gweld honno'n straen enfawr arnyn nhw ac nid oedden nhw, mewn gwirionedd, yn cael y cymorth angenrheidiol o ran eu hiechyd meddwl. Ac mae'r holl bethau hyn y gwnaethoch chi eu cyhoeddi heddiw yn wych, ond mae'n rhaid i ni fynd at hanfod yr hyn sy'n digwydd yma, o'r hyn sy'n digwydd yn yr ystafell ddosbarth, a hynny yw gofyn a yw athrawon yn cael digon o gefnogaeth, ac a yw dysgwyr yn teimlo eu bod nhw eu hunain yn cael eu cefnogi. Ac i mi, heddiw, fe gefais i fy syfrdanu gan y ffaith nad oedd merched deallus iawn o bob cwr yn teimlo bod y gefnogaeth honno ar gael. Felly, rwy'n credu bod hwnnw'n rhywbeth y mae angen i ni ymchwilio iddo. Hefyd, felly, yr anfantais addysgol ac effaith hynny ar gyflawniad addysgol. Ein canlyniadau PISA ni yw y gwaethaf; maent yn embaras i Gymru, yn fy marn i, ar yr un lefel â gwledydd y bloc Sofietaidd. A'r pandemig wedyn, sydd wedi gwaethygu'r bwlch cyrhaeddiad enfawr hwnnw rhwng y rhai y mae gwir angen i ni fod yn eu helpu. Nid yw hyn i gyd yn creu darlun da iawn, ac er bod yr hyn y gwnaethoch chi ei gyhoeddi heddiw yn wych, rwyf i o'r farn bod llawer eto y mae angen i ni ymchwilio iddo. Ac yn ogystal â hynny, a yw pobl yn dal i gael y cymorth technegol sydd ei angen arnyn nhw, y cysylltedd sydd ei angen arnyn nhw, i deuluoedd incwm isel, y rhai a oedd yn dioddef fwyaf yn ystod y pandemig? Oherwydd mae llawer o bethau - fel rwyf i'n ymwybodol ohonyn nhw oherwydd mae fy mab i fy hunan yn yr ysgol uwchradd - ar-lein erbyn hyn; mae yna Google Classroom, mae yna Google Meet ar gyfer gwaith cartref ac adolygu. Mae angen meddwl am yr holl bethau hyn yn gyffredinol os ydym ni'n dymuno codi ein lefel ni o gyrhaeddiad mewn gwirionedd. Felly, meddwl ydw i tybed a oes gennych chi sylwadau i'w gwneud ar hynny i gyd, Gweinidog. Rwy'n credu bod gen i - . Dyma ni: yn 2019 a'r llynedd, gosodwyd arholiadau traddodiadol, roedd y bwlch cyrhaeddiad ar y radd A* TGAU uchaf yn 5.3 pwynt rhwng y rhai a oedd yn cael prydau ysgol am ddim a'r rhai nad oedden nhw'n gymwys i'w cael nhw. Yna fe aeth y bwlch yn 11.5 y cant yn 2021. Nid yw hynny'n creu darlun da iawn, Gweinidog.