techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: In the context of GwE and rural schools, Welsh-medium schools, in some small schools, the numbers of pupils who are eligible on a PLASC day can be low compared with larger schools. And, of course, when there is good practice within those smaller schools, then it makes sense, doesn't it, to extend that support to pupils who, perhaps, I think you were referring to. But, in some schools, we are talking about very, very small numbers, and so you wouldn't want to have such small groups. So, the strategy is flexible enough, especially in the north-west, where we have Welsh rural schools.
Welsh: Jest yng nghyd-destun GwE, o ran ysgolion gwledig a bychain, a chyfrwng Cymraeg hefyd, mewn rhai ysgolion mae niferoedd y disgyblion sydd yn gymwys ar ddiwrnod PLASC yn gallu bod yn isel o'u gymharu ag ysgolion mawr. Ac, wrth gwrs, pan fo yna arferion da o fewn yr ysgolion bychain yna, mae'n gwneud synnwyr, onid ydy, i ymledu'r gefnogaeth yna i ddisgyblion a fyddai efallai'n rhai rwy'n meddwl eich bod chi'n cyfeirio atynt. Ond hefyd, wrth gwrs, mewn rhai ysgolion, rydym ni'n siarad am niferoedd bychain iawn, iawn, iawn, ac felly ni fuasai rhywun ddim eisiau - fuasech chi ddim yn cymryd grwpiau mor fychain â hynny, felly. So, mae'r strategaeth yn ddigon hyblyg, yn enwedig yn y gorllewin, ochrau gorllewin y gogledd, lle mae gennym ni ysgolion gwledig Cymreig.
English: Okay. There is a suggestion there that perhaps there is a need to look at relaxing the criteria more, but we'll get to those issues later on. I haven't heard much - . You've mentioned one end of the spectrum: I was referring earlier to more able and talented pupils as well. Are you confident that enough is being done from the PDG to support pupils at that end of the attainment spectrum?
Welsh: Iawn. Ocê. Mae yna awgrym fanna, efallai, fod angen edrych ar lacio ymhellach y criteria, ond fe ddown ni at y materion yna nes ymlaen. Nid wyf wedi clywed lot yn ôl - . Rŷch chi wedi sôn am un pen y sbectrwm: hynny yw, roeddwn i'n cyfeirio'n gynharach at ddisgyblion mwy abl a thalentog hefyd. A ydych chi'n hyderus fod yna ddigon yn cael ei wneud o'r PDG i gefnogi'r disgyblion ar y pegwn yna o'r sbectrwm cyrhaeddiad?
English: Yes. Strategic planning is part of the reorganisation within GwE. We do have plans with all authorities, all schools, and at a regional level. Raising attainment and the expectations of children and ensuring that all children, from all backgrounds, reach their potential is crucial. One of the things we're doing now, as part of looking at our priorities, is planning how we're going to support schools in terms of sharing best practice in order to ensure that children reach their potential, including the more able and talented in our schools, whatever their background. But, certainly, sharing more information and we have launched, for example, a dashboard within the region - the G6 - and we're very happy with the way that's developing. There is huge potential there to share best practice, so that schools, at the click of a mouse, can see the best ideas and share best practice, because we have to challenge our most able and talented pupils, be they eligible for free school meals or not.
Welsh: Ie. Mae cynllunio strategol yn rhan o'r adrefnu o fewn GwE, wrth gwrs. Mae gennym ni gynlluniau efo pob awdurdod, pob ysgol, ac ar lefel rhanbarthol. Mae codi cyrhaeddiad a safonau a disgwyliadau plant i gyrraedd eu potensial - o bob cefndir, wrth gwrs - yn allweddol. Un o'r pethau rydym ni wrthi'n gwneud rŵan, fel rhan o edrych ar y flaenoriaeth, ydy cynllunio sut rŷm yn mynd i gefnogi ysgolion ynglŷn â rhannu arferion rhagorol o gwmpas hybu plant i gyrraedd eu potensial, gan gynnwys, wrth gwrs, y plant mwyaf talentog yn ein hysgolion ni, beth bynnag fo'u cefndir nhw. Ond, yn sicr, rhannu mwy o wybodaeth, ac rydym ni wedi lansio, er enghraifft, dangosfwrdd o fewn y rhanbarth - yr G6 - ac rydym ni'n hapus iawn efo'r ffordd mae'n datblygu. Mae yna botensial aruthrol yn hwnnw i rannu arferion da, fel bod ysgolion yn gallu, o glic botwm, weld syniadau a rhannu arferion da, oherwydd mae'n rhaid inni hefyd herio'r disgyblion mwyaf abl a thalentog, boed eu bod nhw'n ddisgyblion sydd yn hawlio cinio am ddim ai peidio.
English: So, you're confident that the awareness is clear enough in terms of the expectation to provide or to use the PDG for that wide range of ability, and that that understanding is consistent across the region.
Welsh: Felly, rydych chi'n hyderus bod yr ymwybyddiaeth yn ddigon clir o safbwynt y disgwyliad i ddarparu neu i ddefnyddio'r PDG ar gyfer yr ystod eang o alluoedd, a bod y ddealltwriaeth yna yn gyson ar draws y rhanbarth.
English: It's part, of course, of our tracking and targeting system, and, of course, while we have children who are eligible for free school meals who are able and talented, we also have those who are eligible for free school meals who have learning difficulties. The tracking systems, as Sharon mentioned the strategy - that's what's crucial: that we identify the needs of our learners so that we can then tailor the support that they receive, and also tailor other supports - a package. A pupil who has special educational needs or additional needs - we need to ensure that they are given that support, as you were saying, to tailor that support across the spectrum.
Welsh: Mae'n rhan, wrth gwrs, o'n system tracio a thargedu ni, ac, wrth gwrs, tra bo gennym ni ddisgyblion sydd yn hawlio cinio am ddim sydd yn abl a thalentog, mae gennym ni hefyd ddisgyblion sydd yn hawlio cinio am ddim sydd ag anghenion dysgu ychwanegol. Beth rydym ni - . Mae ein systemeau tracio ac ymyrraeth ac adnabod ni, fel roedd Sharon yn sôn am y strategaeth - honno sydd yn allweddol: ein bod ni'n adnabod beth ydy anghenion ein dysgwyr ni fel ein bod ni'n gallu teilwra, wedyn, y gefnogaeth maen nhw'n ei chael, a hefyd teilwra, wrth gwrs, gymorth o bethau eraill - pecyn. Disgybl sydd ar gofrestr anghenion dysgu ychwanegol - rhaid sicrhau bod y cynlluniau unigol yma yn mynd i'r afael â'r cymorth y maen nhw ei angen, fel roeddech chi'n dweud, i deilwra'r gefnogaeth o'r sbectrwm cyfan.
English: I think it's fair to say, at a regional level, there is collaboration that's effective between the 14-19 network co-ordinators and Seren, and also GwE and the local authorities and the schools. And certainly, the challenge adviser has a prominent role in raising awareness in schools of these opportunities. And it goes back to the system of early recognition and tracking, in order to then be able to support and challenge schools and encourage them to be referring the children, the right children and young people, in order to get the provision to see, additionally, what's possible. And certainly, we have collaborated very closely with our colleagues in Seren and across north Wales in different events that have been held across north Wales.
Welsh: Rydw i'n meddwl ei bod yn deg dweud, ar lefel ranbarthol, fod yna gydweithio effeithiol yn digwydd rhwng y cydlynwyr rhwydwaith 14-19 a Seren, a hefyd GwE a'r awdurdodau ac ysgolion. Ac yn sicr, mae gan yr ymgynghorydd her rôl flaengar yn codi ymwybyddiaeth ysgolion o'r cyfleoedd yma. Ac mae o'n mynd yn ôl i'r system adnabod yn gynnar a thracio, er mwyn gallu, wedyn, gefnogi ac annog a herio ysgolion, mewn ffordd, i fod yn cyfeirio'r plant a'r bobl ifanc cywir, er mwyn gallu cael darpariaeth i weld, yn ychwanegol, beth sy'n bosib. Ac yn sicr, rydym ni wedi cydweithio yn agos iawn efo'n cydweithwyr Seren ar draws y gogledd yn nhermau gwahanol ddigwyddiadau sydd wedi digwydd ar draws y gogledd.
English: That's a particularly good point, and, certainly, I've visited the school that you referred to. One of the things - . If I could refer back to something I mentioned earlier, one of the things that the G6 dashboard does, and stakeholders, heads, governors - . Our tracking system - it's entirely clear there - one of the expectations for a challenge adviser will be to ensure that, when we visit a school, this cohort of pupils is on track. And so, when we discuss with the schools what the intervention is, where are they, what needs to be done to ensure that they go on to the next step so that we see that evolution from this dashboard in a way - . This dashboard has been given a very warm welcome from Estyn and other stakeholders, but also from our headteachers. That dashboard will promote and encourage that consistency that you referred to. Of course, a school can use its own internal systems, but as a region, as you say, we need that consistency across the board so that we are working effectively across the area.
Welsh: Mae hwnnw'n bwynt arbennig o dda, ac, yn sicr, rydw i wedi ymweld â'r ysgol rydych chi'n cyfeirio ati hefyd. Un o'r pethau - . Os caf i gyfeirio yn ôl at un o'r pethau mae'r dangosfwrdd G6 yn ei wneud, ac mae'r rhanddeiliaid, penaethiaid, ymgynghorwyr her, llywodraethwyr - . Mae'n system tracio ni - mae'n hollol glir yn fanna - un o'r disgwyliadau i'r ymgynghorydd her fydd sicrhau, pan rydym ni'n ymweld ag ysgolion, fod y garfan yma o ddisgyblion ar drac. Ac felly, pan rydym ni'n trafod gyda'r ysgolion yma beth ydy'r ymyrraeth, lle maen nhw, beth sydd angen ei wneud i sicrhau eu bod nhw'n mynd i'r cam nesaf, felly rydym ni'n gweld yr esblygu o'r dangosfwrdd yma yn ffordd - . Mae'r dangosfwrdd yna wedi cael derbyniad gwresog, nid yn unig gan Estyn a'r rhanddeiliad eraill sydd wedi'i weld o, ond gan ein penaethiaid ni hefyd. Mi fydd y dangosfwrdd yma yn hybu ac yn annog y cysondeb yna roeddech chi'n cyfeirio ato fo. Wrth gwrs, mae ysgol yn gallu defnyddio eu systemau mewnol eu hunain, ond fel rhanbarth, fel rydych chi'n ei ddweud, rydym ni angen y cysondeb yna, fel bod ein gweithredu ni yn union ar draws yr ardal.
English: We are in the process, as it happens, with one authority, of bringing all the secondary schools together, where we are using research on the basis of evidence from the Sutton Trust, from the toolkit, where we're looking at trying to get the tracking system consistent, because it does vary - as Paul referred to - and that's in order to recognise good practice, and also so that we have a much broader view of the child and pupil in terms of where they start, what the gap is, and where we want them to reach. So, that has been ongoing for seven months, and certainly we have two schools that have more or less trialled the system to try and have a consistent approach, and the aim is to share that as good practice across north Wales.
Welsh: Rydym ni yn y broses, digwydd bod, efo un awdurdod, o ddod â'r ysgolion uwchradd i gyd at ei gilydd, lle rydym ni'n defnyddio ymchwil ar sail tystiolaeth y Sutton Trust, o'r toolkit, lle rydym ni'n edrych ar drio cysoni y system dracio, oherwydd mae o'n amrywio - fel roedd Paul yn cyfeirio ato - a hynny er mwyn adnabod arfer da, a hefyd fel bod gennym ni ddarlun llawer mwy ac ehangach o'r plentyn a'r disgybl yna yn nhermau lle maen nhw'n cychwyn, beth ydy'r bwlch a ble rydym ni eisiau iddyn nhw gyrraedd. Felly, mae hynny ar waith ers tua saith mis bellach, ac, yn sicr, mae gennym ni ddwy ysgol sydd wedi, fwy neu lai, dreialu'r system yn nhermau trio cael cysondeb, a'r syniad ydy rhannu hynny fel arfer da wedyn ar draws y gogledd.
English: Perhaps I would add that it is an indicator that ensures consistency for us as a region, but, certainly, it is an overview on a specific day. And to go back to your question earlier, in terms of whether schools include broader groups of pupils, what I would say is that many use local information and network information in order to gather additional information about vulnerable learners within their communities, where there are clear links with Flying Start and so on, so that you have a broader picture from the perspective of this group.
Welsh: Efallai y buaswn i'n ychwanegu: mae o'n ddangosydd sydd yn sicrhau cysondeb yn nhermau ni fel rhanbarth, ond, yn sicr, mae o'n drosolwg ar y diwrnod yna'n benodol. Ac yn mynd yn ôl i'r cwestiwn roeddech chi'n gofyn yn gynharach, yn nhermau a ydy ysgolion yn cynnwys grwpiau ehangach o ddysgwyr, beth fuaswn i'n ei ddweud ydy bod yna dipyn yn defnyddio gwybodaeth leol, bartneriaethol a rhwydweithio, er mwyn gallu casglu gwybodaeth ychwanegol am ddysgwyr bregus o fewn eu cymunedau, lle mae yna gysylltiadau amlwg efo partneriaethau, Dechrau'n Deg ac yn y blaen, er mwyn cael darlun ehangach o berspectif y grŵp yma.
English: Just to go back to that point of an indicator on a specific day, again, we see the effect of rural poverty. In our rural areas, parents have to claim as well, and, of course, there are some parents who, perhaps, with elements of self-respect and so on, do not claim, and, of course, that means that some children come off the register at some times of the year, but it doesn't mean that the poverty impact on the area and that family necessarily goes away when they come off that register. They still need that support.
Welsh: Jest i fynd yn ôl ar y pwynt ynglŷn â'r dangosydd ar un diwrnod, eto, rydym ni'n gweld effaith tlodi gwledig. Mae ein hardaloedd gwledig ni yn lleoedd lle mae'n rhaid i rieni hawlio hefyd. Ac mae yna rai rhieni sydd, efallai, efo elfennau hunan-barch ac yn y blaen, ddim yn hawlio, ac, wrth gwrs, mae'n golygu bod yna rai plant yn dod oddi ar y gofrestr ar rai adegau o'r flwyddyn, ond nid ydy o'n golygu bod effaith tlodi ar yr ardal a'r teulu yna o reidrwydd yn mynd i ffwrdd pan maen nhw'n dod oddi ar y gofrestr. Maen nhw'n dal angen y gefnogaeth.
English: In a way, the relationship between us as a consortium, the schools that have high numbers of free-school-meal pupils and the authority, in terms of those that gather information on benefits - it is crucial at times such as Christmas, where we see more families going into work, and how that then has an impact on the child - . So, I do think that it's a consistent national indicator that is in place, but we are also working towards using additional information to provide a fuller picture so that we can support schools in terms of this group.
Welsh: Mewn ffordd, mae'r berthynas wedyn rhyngom ni fel consortia, yr ysgolion sydd efo nifer uchel o ddysgwyr cinio ysgol am ddim a'r awdurdod, yn nhermau y rhai sy'n casglu'r wybodaeth yma am y budd-daliadau - mae hi'n hanfodol, ac mae cyfnodau fel y Nadolig, lle rydym ni yn gweld mwy o deuluoedd yn mynd i waith, ac wedyn sut mae hynny'n cael effaith wedyn ar y plentyn - . Felly, rydw i'n meddwl ei fod o'n ddangosydd cyson, cenedlaethol sydd gennym ni mewn lle, ond hefyd rydym ni yn gweithio tuag at fod yn defnyddio gwybodaeth ychwanegol i roi'r darlun llawn yna i ni gefnogi ysgolion parthed y grŵp yma.
English: The professional dialogue is what's crucial between the improvement adviser and the school. I mentioned the individual support plans that all schools have, and they go before the governing body. We also have, of course, that professional discussion, and our operation, as a service, of the model of service and the accountability means that it's fair to say that our business plans have been empowered significantly over the past 12 months. The use of the grant, the efficacy of the grant and the effect of the grant are a main priority for us, and we do ensure that you have that golden thread between all of our strategic plans, from the regional business plans and the authority plans, all feeding into the school. So, that professional dialogue and collaboration in order to get the agreed outcomes is important, but, of course, that challenge support is there. Every improvement adviser within GwE has visited schools in October, and part of those discussions were the effective use of the grant in the schools. It's about maintaining that dialogue on assessing the interventions, and then that professional dialogue on pointing them, as you've just heard, to the excellent practices that exist elsewhere.
Welsh: Y ddeialog broffesiynol yna sy'n allweddol rhwng yr ymgynghorydd gwelliant a'r ysgol. Roeddwn i'n cyfeirio at y cynlluniau cymorth unigol sydd gan bob ysgol, ac mae'r rheini'n mynd o flaen y corff llywodraethol. Rydym ni hefyd, wrth gwrs, yn cael y drafodaeth broffesiynol yna, ac mae'n gweithredu ni, fel gwasanaeth, o'r model newydd o gydweithio o fewn y gwasanaeth, a'r atebolrwydd, yn golygu ei bod hi, efallai, yn deg dweud bod ein cynlluniau busnes ni wedi eu grymuso gryn dipyn yn y 12 mis diwethaf. Mae'r defnydd o'r grant, effeithiolrwydd y grant ac effaith y grant yn brif flaenoriaeth gennym ni, ac felly rydym ni'n sicrhau eich bod chi'n cael yr edefyn aur rhwng ein cynlluniau strategol ni i gyd, o'r cynlluniau busnes rhanbarthol ac awdurdodol yn bwydo mewn i'r ysgolion. Felly, mae'r ddeialog broffesiynol o gydweithio â'n gilydd i gael y deilliannau cytunedig yn bwysig, ond, wrth gwrs, mae'r her cefnogaeth honno yna. Mae pob ymgynghorydd gwelliant yn GwE wedi ymweld â'r ysgolion ym mis Hydref, ac ymysg y trafodaethau oedd y defnydd, a pha mor effeithiol ydy'r defnydd, o'r grant ym mhob ysgol. Mae cynnal y drafodaeth yna ynglŷn ag addasu ac arfarnu'r darpariaethau a'r ymyrraeth, ac wedyn y drafodaeth broffesiynol yna, wedyn, ynglŷn â phwyntio i gyfeiriad, fel yr oeddech yn clywed rŵan, yr arferion rhagorol eraill sy'n bodoli - .
English: Certainly, we try to provide leadership to challenge advisers in GwE on what makes a difference and what works from the perspective of early identification. You were also asking whether we had any examples of where we have changed things, and, certainly, in some schools, there has been a change in the way they work with families, where we have family officers engaging with the community, where that is starting to make a difference. We have schools that have developed specific groups with regard to literacy, especially in primary, with oracy, and developing that element from the start - in a way, trying to extend what's making a difference but showing evidence from the perspective of what the impact of that is.
Welsh: Yn sicr, rydym ni'n trio rhoi arweiniad i ymgynghorwyr her yn GwE o bersbectif beth sy'n gwneud gwahaniaeth a beth sy'n gweithio o bersbectif adnabod cynnar. Hefyd, roeddech chi'n gofyn a oedd gennym ni enghreifftiau lle rydym ni wedi newid pethau, ac, yn sicr, mewn ambell ysgol mae yna newid yn y ffordd y maen nhw wedi bod yn gweithio efo teuluoedd, lle mae gennym ni swyddogion teulu ac ymgysylltiad efo'r gymuned lle mae hynny yn cychwyn gwneud gwahaniaeth. Mae gennym ni ysgolion sydd wedi datblygu grwpiau penodol efo llythrennedd, yn enwedig yn y cynradd, efo pethau fel oracy a datblygu'r elfen yna yn y cychwyn - mewn ffordd yn trio lledaenu beth sy'n gwneud gwahaniaeth ond hefyd yn trio dangos tystiolaeth o bersbectif beth ydy effaith hynny.
English: I would say that that's a fair reflection. I saw that you had a copy of the strategy that we use in front of you there. In a way, what we do is look at termly reports to see, from the perspective of the five areas, where the funding is going and where the interventions are. Certainly, the focus is on standards, but also, increasingly, there is a clearer link with well-being - there's no doubt about that, particularly in the context of looked-after children. But we have many examples of additional appointments in terms of teachers, with smaller groups being taught, particularly in the context of literacy and numeracy, and increasingly in some schools there are restorative officers and those involved with various interventions from the perspective of behaviour. But I would say that it's quite similar to EAS in terms of where the funding goes and quite a bit of it goes on resources from the perspective of within the school itself.
Welsh: Buaswn i'n dweud bod hynny'n adlewyrchiad teg. Roeddwn i'n sylwi bod gennych chi gopi o'r strategaeth o'ch blaen yn fanna yr ydym ni'n ei defnyddio. Mewn ffordd, beth rydym ni'n ei wneud wedyn ydy edrych ar adroddiadau tymhorol a gweld o bersbectif y pum maes yna lle mae'r cyllid a lle mae'r ymyraethau. Yn sicr, mae'r ffocws ar safonau, ond fwyfwy hefyd, mae yna gyswllt mwy amlwg efo lles a llesiant - nid oes dim dwywaith o ran hynny, yn enwedig yng nghyd-destun plant mewn gofal. Ond mae gennym ni sawl enghraifft o benodiadau ychwanegol yn nhermau athrawon, a grwpiau llai yn cael eu dysgu, yn enwedig yng nghyd-destun llythrennedd a rhifedd, a fwyfwy hefyd mewn ambell ysgol swyddogion restorative a swyddogion sydd yn ymwneud â gwahanol ymyraethau o bersbectif ymddygiad. Ond buaswn i'n dweud ein bod ni'n eithaf tebyg i EAS yn nhermau lle mae'r cyllid yn mynd, ac mae yna dipyn ohono fo'n mynd ar adnoddau o bersbectif o fewn yr ysgol ei hun.
English: And the vision in terms of the plan - we are aware of the gap when you look at attainment, but there is also a gap in experiences, isn't there, in terms of a pupil who comes from a poor areas or home. There is a privation of experiences also, and it is very important, in our plans and school interventions, that they keep an eye on the pupil as a whole and that, from key stage 3 to secondary school and onwards, they ensure that there are opportunities that mean that these pupils don't miss out, but also have opportunities to boost their self-confidence, their well-being and their skills and their happiness. Pupils who enjoy school and who have positive experiences, you would hope, will then have the skills to respond and to succeed in the next steps that they take in their future. So, there are a number of interventions around that also in our schools.
Welsh: A'r weledigaeth yna o ran cynllun - rydym ni'n ymwybodol o'r bwlch pan fyddwch chi'n edrych ar gyrhaeddiad, ond mae yna hefyd fwlch mewn profiadau, onid oes, o ran disgybl sydd yn dod o ardal a chartref o dlodi. Mae'n amddifad o brofiadau hefyd, ac felly mae'n bwysig iawn, yn ein cynlluniau ni ac yn ymyraethau'r ysgol, eu bod nhw'n cadw golwg ar y plentyn yn ei gyfanrwydd, a hynny o gyfnod allweddol 3 i'r uwchradd ymlaen i sicrhau bod yna gyfleoedd sy'n golygu bod y disgyblion yma ddim yn colli allan, ond hefyd yn cael cyfleoedd i hybu eu hunanhyder nhw, eu sgiliau annibynnol nhw, eu llesiant, yn sicr, a'u hapusrwydd. O ran disgyblion sy'n mwynhau'r ysgol ac sydd yn cael profiadau positif, byddech chi'n gobeithio bod y sgiliau ganddyn nhw wedyn i ymateb ac i lwyddo yn y camau nesaf yn eu dyfodol. Felly, mae yna nifer o ymyraethau o gwmpas hynny hefyd yn ein hysgolion ni.
English: It's difficult to say which intervention has the greatest impact. The answer probably is that it's a range of interventions. But there's no doubt that, even in rural areas, and particularly in pockets that I can think of across north Wales, that link with parents and raising the ambitions of the parents of our children and young people has an impact, hopefully, on the ambition of the children themselves. Increasingly, we are seeing schools using this funding to strengthen relationships with parents, and also there is that element of working with parents so that the institution is a comfortable place for them to come and that that relationship is developed. One of the examples that we have is that we have a cluster of schools that are trialing what we're calling the 'family learning signature', and it will be interesting to see how that has an impact in terms of how the family as a whole learns and in terms of the child's education.
Welsh: Mae'n anodd dweud pa ymyrraeth sydd yn cael y fwyaf o effaith. Mae'n siŵr mai'r ateb ydy ei fod o'n amrediad o ymyraethau. Ond nid oes yna ddim dwywaith, mewn ardaloedd, hyd yn oed ardaloedd cefn gwlad - yn enwedig mewn pocedi o ardaloedd y medraf i feddwl amdanynt sydd gennym ni ar draws gogledd Cymru - fod y cyswllt yna efo rhieni a chodi uchelgais rhieni ein plant a'n pobl ifanc yn cael effaith wedyn, gobeithio, ar uchelgais y plant o fewn y sefydliad. Fwyfwy, mae rhywun yn gweld ysgolion yn defnyddio'r cyllid i gryfhau cysylltiadau efo rhieni, a hefyd mae'r elfen 'label' o drio gweithio efo rhieni er mwyn gwneud y sefydliad yn le cyfforddus iddyn nhw ddŵad, a bod y berthynas yna'n cael ei datblygu. Un o'r enghreifftiau sydd gennym ni - mae gennym ni glwstwr o ysgolion sydd yn treialu beth rydym ni'n ei alw'r ' family learning signature ' - llofnod teulu - ar y funud, a bydd yn ddiddorol gweld sut mae hyn yn mynd i gael effaith yn nhermau sut mae teulu yn ei gyfanrwydd yn dysgu a beth ydy effaith hynny wedyn ar addysg plant.