English: - but I think, in a crisis like this one, it's important that leaders are positive. We all know that none of us would wish to have had the pandemic. Setting aside the health issues, it has disrupted education and, certainly, there is a great deal of catch-up work to do and none of us would have wished to have had that. But we do need to be positive. We do need to realise, I think, that there are important lessons to be learnt and that the process of change and to manage change is the greatest challenge for school leaders, be they on a school level or an authority level or, indeed, nationally. Organising change is a challenge too, and one of the things that this pandemic has done is to accelerate change. That is to be seen in a number of important areas in terms of what we'd identified - we as an inspectorate, and also everyone else - as needing to change within the system in Wales. Those areas have seen changes during this difficult and important time. We've already spoken about the importance of welfare and well-being and the more intensive focus on well-being at this time. Health and well-being are part of the new curriculum. That emphasis on creating independent learners and resilient learners, as you mentioned, is at the heart of the educational changes that we hope to see, but this pandemic has assisted that process too. Greater engagement with families and parents - we've spoken about that, too, this morning. That has improved and has moved forward. Of course, there is more work to be done. The connection has worked, I think, far better than it has been, but perhaps we don't consult parents enough and ask for sufficient feedback from families still. More learning focused on the needs of individuals - we've seen that increasing. Greater flexibility and creativity in terms of teaching and learning, working in partnership with other bodies - these have improved during this period. I think that's one of the messages and improvements that we have seen, namely the way that schools and authorities collaborate. Hopefully all of those things will continue after the pandemic, not just during the pandemic itself. New ways of assessment and the discussion that we had earlier about examinations, all of these things are important, and I think that in drawing all of these things together, in the long term, one could argue - of course, only time will tell - that we will be in a better position to make those educational changes that we had intended to make, when perhaps some people thought, 'Well, those changes will never happen.'
Welsh: - ond dwi'n teimlo, mewn argyfwng fel hyn, ei bod hi'n bwysig bod arweinwyr yn bod yn bositif. Rydyn ni gyd yn gwybod y byddai neb ohonom ni'n dymuno cael y pandemig. A rhoi'r ochr iechyd o'r neilltu, mae e wedi amharu ar addysg ac, yn sicr, mae yna lawer o waith dal i fyny a byddai neb yn dymuno ein bod ni wedi ei gael e. Ond mae angen bod yn bositif. Mae angen sylweddoli, dwi'n meddwl, fod yna wersi pwysig i'w dysgu a bod y broses o newid - . Rheoli newid yw'r sialens fwyaf i arweinwyr, pa un ai eu bod nhw ar lefel ysgol neu awdurdod, neu yn genedlaethol. Mae trefnu newid yn her, ac un o'r pethau mae'r pandemig yma wedi ei wneud yw cyflymu newid. Mae hynny i'w weld mewn nifer o feysydd pwysig o ran beth roeddem ni wedi'i adnabod - ni fel arolygiaeth, a hefyd bawb arall - oedd angen ei newid yn y system yng Nghymru. Mae'r meysydd yna wedi gweld newidiadau yn ystod yr adeg anodd a phwysig yma. Dŷn ni wedi sôn yn barod am bwysigrwydd lles a'r ffocws dwysach sydd wedi bod ar les yn y cyfnod yma. Mae lles ac iechyd, wrth gwrs, yn rhan o'r cwricwlwm newydd. Y pwyslais ar greu dysgwyr annibynnol, gwydn, fel roeddech chi'n dweud - mae hynny yn greiddiol i'r newidiadau addysgiadol dŷn ni'n gobeithio'u gweld, ond mae'r pandemig yma wedi helpu hynny hefyd. Mwy o ymgysylltu gyda theuluoedd a rhieni - dŷn ni wedi sôn am hynny y bore yma. Mae hynny wedi gwella a symud yn ei flaen. Mae'n dal i fod mwy o waith i'w wneud, wrth gwrs. Mae'r cysylltu wedi gweithio, dwi'n meddwl, lawer iawn yn well nawr na fuodd e, ond efallai nad ŷm ni'n ymgynghori gyda rhieni ac yn gofyn am adborth digonol oddi wrth deuluoedd o hyd. Mwy o ddysgu wedi cael ei dargedu i anghenion unigolion - dŷn ni wedi gweld hynny'n tyfu. Mwy o hyblygrwydd a chreadigrwydd o ran addysgu a dysgu, gweithio mewn partneriaeth gyda chyrff eraill - mae hynny wedi gwella yn y cyfnod yma. Mae hwnna, dwi'n meddwl, yn un o'r negeseuon a'r gwelliannau mawr rŷm ni wedi eu gweld, y ffordd y mae ysgolion ac awdurdodau yn cydweithio. Gobeithio bydd y pethau yma yn parhau ar ôl y pandemig, nid yn unig yn ystod y pandemig. Ffyrdd newydd o asesu a'r drafodaeth a gawsom ni ynghynt ynglŷn ag arholiadau, mae'r pethau yma i gyd yn bethau pwysig, a dwi'n meddwl, o dynnu'r rheini i gyd at ei gilydd, yn y tymor hir, mi allech chi ddadlau - wrth gwrs, dim ond amser a ddengys - y byddwn ni mewn gwell lle i wneud y newidiadau addysgiadol yna roeddem ni'n bwriadu gwneud, ac efallai roedd rhai pobl yn meddwl, 'Wel, wnaiff y newidiadau yna ddim digwydd.'