English: No. [Continues.] - pupil councils, conflict resolution, community activity and charity fundraising and suchlike, but raising standards in reasoning, problem solving, and logic through traditional subjects must take priority. Secondly, I want to talk about teacher retention, and the impact this has on the areas that Estyn monitors. Estyn talks about developing the profession. It outlines developing the right culture, supportive relationships, engaging with research evidence, using data and new technology, and leadership. They emphasise that unelected - and, I repeat, unelected - third sector charitable foundations such as the National Foundation for Educational Research, the Sutton Trust, the Education Endowment Foundation, and the Joseph Rowntree Foundation, play some role in gathering evidence to impact upon these updates. These topics, however well meaning, should not mask or override the topic of teacher retention. It is not as simple as taking a new graduate and downloading the latest and greatest politically correct updates and research into them. Teaching is something that develops with practice and experience. Experienced teachers are a vital asset to Welsh schools, but Welsh schools are losing them rapidly. StatsWales tells us that Welsh schools lost 334 teachers with six or more years of experience in the year 2014-15 alone. The statistics present similar figures for each and every academic year since 2007 to 2015. Why are experienced teachers not being retained? Could all of the time spent on updates, training, data monitoring, and suchlike, rather than practical, face-to-face teaching, in fact be the reason why they become disillusioned and leave? UKIP emphasise that teachers do best when they acquire as much experience as possible by doing face-to-face teaching. We also emphasise that retaining those teachers has to be the way forward. Thirdly, I would like to talk about those the Welsh schools have failed, specifically, NEETs - those not in education, employment or training. Estyn say that, at the end of 2015, just over 10 per cent of 16 to 18-year-olds were in the NEET category - this is 11,500 young people in Wales. They report in 2015 that 19 per cent of the age group of 19 to 24-year-olds are in the NEET category - that's 42,200 young people. Whether or not these statistics are some sort of an improvement on previous years is beside the point. These figures are far, far, far too high. They are again testament to the fact that the progressive coalitions that have controlled education for so long are failing large numbers of young people and families in Wales by not equipping them with the skills to live a productive and fulfilling life. To conclude, I would like to reflect on the Welsh coalition parties responsible for education one last time. They like to describe themselves as progressive or the progressive left, but Welsh schools haven't progressed, at least not in the areas that I've highlighted. My best guess is that 'progressive' is simply a code word for the complete destruction of all best practice, logic and experience that went before, and replacing it with politically correct updates and training from unelected third sector expert foundations and charities. Thank you.
Welsh: Na wnaf. [Yn parhau] - cynghorau disgyblion, datrys gwrthdaro, gweithgareddau cymunedol a chodi arian i elusennau a phethau o'r fath, ond mae'n rhaid rhoi blaenoriaeth i godi safonau rhesymu, datrys problemau, a rhesymeg drwy bynciau traddodiadol. Yn ail, rwyf eisiau siarad am gadw athrawon, ac effaith hyn ar y meysydd y mae Estyn yn eu monitro. Mae Estyn yn sôn am ddatblygu'r proffesiwn. Mae'n amlinellu datblygu'r diwylliant cywir, perthynas gefnogol, ymgysylltu â thystiolaeth ymchwil, defnyddio data a thechnoleg newydd, ac arweinyddiaeth. Mae'n pwysleisio bod sefydliadau elusennol na chawsant eu hethol - a dywedaf eto, na chawsant eu hethol - y trydydd sector megis y Sefydliad Cenedlaethol er Ymchwil i Addysg, Ymddiriedolaeth Sutton, The Education Endowment Foundation, a'r Joseph Rowntree Foundation, yn chwarae rhyw ran mewn casglu tystiolaeth i effeithio ar y diweddariadau hyn. Ni ddylai'r pynciau hyn, ni waeth pa mor dda eu bwriad, guddio neu fod yn fwy o flaenoriaeth na chadw athrawon. Nid yw mor syml â chymryd unigolyn sydd newydd raddio a lawrlwytho'r diweddariadau a'r ymchwil diweddaraf, mwyaf gwleidyddol gywir i mewn iddynt. Mae addysgu yn rhywbeth sy'n datblygu gydag ymarfer a phrofiad. Mae athrawon profiadol yn ased hanfodol i ysgolion Cymru, ond mae ysgolion Cymru yn eu colli'n gyflym. Dywed StatsCymru wrthym bod ysgolion Cymru wedi colli 334 o athrawon â chwe blynedd neu fwy o brofiad yn y flwyddyn 2014-15 yn unig. Mae'r ystadegau yn cyflwyno ffigurau tebyg ar gyfer pob blwyddyn academaidd o 2007 i 2015. Pam nad yw athrawon profiadol yn cael eu cadw? A yw'n bosibl mai'r holl amser a dreulir ar ddiweddariadau, hyfforddiant, monitro data, a phethau o'r fath, yn hytrach nag addysgu ymarferol, wyneb yn wyneb, yw'r rheswm mewn gwirionedd pam y maen nhw'n cael eu dadrithio ac yn gadael? Mae UKIP yn pwysleisio bod athrawon yn cyflawni orau pan eu bod yn cael cymaint o brofiad â phosibl drwy addysgu wyneb yn wyneb. Rydym ni hefyd yn pwysleisio mai cadw'r athrawon hynny yw'r ffordd ymlaen. Yn drydydd, hoffwn siarad am yr ysgolion yng Nghymru sydd wedi methu, yn benodol, disgyblion NEET - y rhai nad ydynt mewn addysg, cyflogaeth na hyfforddiant. Mae Estyn yn dweud, ar ddiwedd 2015, bod ychydig dros 10 y cant o bobl 16 i 18 mlwydd oed yn y categori NEET - mae hyn yn 11,500 o bobl ifanc yng Nghymru. Mae'n adrodd yn 2015 bod 19 y cant o'r grŵp oedran 19 i 24 oed yn y categori NEET - sef 42,200 o bobl ifanc. Nid pa un a yw'r ystadegau hyn yn rhyw fath o welliant ar flynyddoedd blaenorol ai peidio yw'r pwynt. Mae'r ffigurau hyn yn llawer, llawer, llawer rhy uchel. Maen nhw unwaith eto yn dystiolaeth bod y clymbleidiau blaengar sydd wedi rheoli addysg cyhyd yn siomi niferoedd mawr o bobl ifanc a theuluoedd yng Nghymru drwy beidio â rhoi'r sgiliau iddynt fyw bywyd cyflawn a chynhyrchiol. I gloi, hoffwn i am y tro olaf fyfyrio ar bartïon clymblaid Cymru sy'n gyfrifol am addysg. Maen nhw'n hoffi disgrifio eu hunain fel blaengar neu'r chwith blaengar, ond nid yw ysgolion Cymru wedi symud ymlaen, o leiaf nid yn y meysydd yr wyf i wedi tynnu sylw atynt. Ni allaf ond dyfalu mai cyfrinair yw 'blaengar' ar gyfer dinistrio'r holl arfer gorau, rhesymeg a phrofiad blaenorol yn llwyr, a rhoi diweddariadau a hyfforddiant gwleidyddol gywir yn eu lle gan sefydliadau ac elusennau arbenigol trydydd sector na chawsant eu hethol. Diolch.