techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, a question arises of what we consider to be Welsh-medium education, and, as I've just mentioned, perhaps we need to think a little more radically in this area and that we do look at the foundation phase provision in all schools. On the one hand, we could say, 'Well, yes, the provision of Welsh-medium education is growing. It is meeting demand in most places' - not everywhere, and it does vary from place to place. But I don't think that Welsh-medium education is the solution in terms of the Government's strategy. Every one of us has mentioned this morning that it's in the English-medium sector that we need to make progress. But we must ensure that the provision of Welsh-medium education is an education that can develop individuals from the age of three to the age of 18, and, of course, there is a concern about the development of qualifications and what's available, certainly in the post-16 sector, in terms of further education, and I know that this is beyond the scope of WESPs. So, there is room to develop Welsh-medium education, there are some authorities doing better than others, but, generally speaking, the focus, in terms of the strategy, needs to also look elsewhere.
Welsh: Mae cwestiwn yn dod, yn codi, o beth rydym ni'n ei ystyried yn addysg cyfrwng Cymraeg, ac, fel dwi newydd sôn, efallai fod angen ystyried ychydig yn fwy radical o hyn a'n bod ni'n edrych ar y ddarpariaeth cyfnod sylfaen ymhob ysgol. Ar un llaw, gallwn ni ddweud yn sicr, 'Ie, mae darpariaeth addysg Gymraeg, mae'n tyfu. Mae'n ateb y galw yn y rhan fwyaf o lefydd' - nid ymhob lle, ac mae'n amrywio weithiau o le i le. Ond dwi ddim yn meddwl mai addysg cyfrwng Cymraeg ydy'r ateb o ran strategaeth y Llywodraeth. Rydym ni wedi sôn o'r blaen - mae pob un ohonom ni y bore yma wedi nodi mai yn yr addysg gyfrwng Saesneg y mae angen i ni roi sylw. Ond mae'n rhaid inni sicrhau bod darpariaeth addysg cyfrwng Cymraeg yn addysg sydd yn gallu cynnal ac yn gallu datblygu unigolion o pan fyddan nhw'n dair i pan fyddan nhw'n 18, ac mae yna bryder, wrth gwrs, o ran datblygu cymwysterau a'r hyn sydd ar gael i'r rheini, ôl-16 yn sicr, o ran addysg bellach, a dwi'n meddwl bod hwn tu hwnt i WESPs ac ati. Felly, mae yna le i ddatblygu addysg Gymraeg, mae yna rai awdurdodau yn well na'i gilydd, yn amlwg, ond, ar y cyfan, mae angen i'r ffocws, o ran strategaeth, gyrraedd llefydd eraill.
English: Yes, infrastructure once again. The target is in place, and we can have a discussion on whether it is challenging or not, and whether the strategy itself is challenging, but without the infrastructure in place that is going to support the strategy, then it isn't going to succeed. Eithne has mentioned already that we have to give due attention to staff in the context as it is at present. The language skills amongst staff in our country vary, and there is that huge range, and we need to focus on and allocate resources to those staff, the schools and those authorities where the most work is needed to develop the skills of those teaching through the medium of Welsh. You have the same challenges with regard to infrastructure - and I touched on this earlier - with regard to athrawon bro, those peripatetic Welsh teachers who go around schools in most places and support the plan and ensure that the school delivers it in accordance with the requirements of the authority. Without that provision, schools tend to reinvent the wheel alone and work in that way. So, the infrastructure needs to be in place so that you can see these challenging aspirations being achieved within the time allocated. And, unfortunately, it all comes down to money, doesn't it, in this case.
Welsh: Ie, is-adeiledd unwaith eto, wrth gwrs. Mae'r targed yn ei le, ac mae modd cael y drafodaeth os ydy o'n heriol ai peidio, neu os ydy'r strategaeth yn heriol, ond, heb yr is-adeiledd yn ei le, sy'n medru cefnogi'r strategaeth, yna dydy o ddim yn mynd i weithio. Ac mae Eithne wedi sôn amdano fo yn barod - bydd rhaid rhoi sylw i staff yn y cyd-destun fel y mae ar y funud. Mae sgiliau ieithyddol staff ein gwlad ni yn amrediad ac yn amrywiol anferth, ac mae'n rhaid rhoi'r sylw a'r adnoddau i'r staff hynny, ac i'r ysgolion ac i'r awdurdodau hynny lle mae angen y mwyaf o waith o ran datblygu sgiliau addysgu drwy'r Gymraeg. Mae gennych chi'r un un math o heriau is-adeiledd - ac mi wnes i gyffwrdd ar hyn ynghynt - efo'r athrawon bro, yr athrawon teithiol Cymraeg, sydd yn mynd o gwmpas yr ysgolion yn y rhan fwyaf o lefydd ac yn cefnogi'r cynllun ac yn sicrhau bod yr ysgol yn ei ddelifro fo yn unol â beth mae'r awdurdod yn ei ofyn. Heb hwnna wrth gwrs, mae'r ysgolion yn dueddol o orfod 'ail-inventio' yr olwyn ar eu pen eu hunain a gweithio drwy hynny. Felly, mae angen yr is-adeiledd, yr infrastructure, i fod yn ei le i chi fedru gweld y dymuniadau heriol yma yn cael eu gwireddu yn yr amser sydd gennym ni i wneud hynny. Ac, yn anffodus, diwedd y gân yw'r geiniog yn yr achos yma.
English: Thank you very much. Tom.
Welsh: Diolch yn fawr iawn. Tom.
English: Of course, maintained schools are run by a governing body, and if a local authority, for example, brings forward any sort of plan or strategy, then that first of all has to be adopted by the governing body, and they are then responsible for its implementation. The governors have a right to adapt, amend or revise any policy that comes before them. From an authority's perspective, they are at an arm's length in a way, and in this case from the WESP. So, the WESP might well be brilliant and fit for purpose, but, in sending it out to schools, they are highly reliant on the school adopting the WESP as it is without amendment, and they are reliant on the schools implementing the WESP in accordance with the spirit of that WESP. This only happens here and there, but we do have evidence as a union of schools putting barriers in place in terms of the implementation of the WESPs, because the governing body might not agree with it or whatever the case may be. I'm not generalising here at all, but it is an anecdotal example of where the WESP has been diluted, let's say, by the time it gets to the school, because of the influence of governors.
Welsh: Wrth gwrs, mae ysgolion sy'n cael eu cynnal gan yr awdurdod yn cael eu rhedeg gan lywodraethwyr, ac os ydy'r awdurdod lleol, er enghraifft, yn cyflwyno cynllun neu unrhyw fath o strategaeth neu gynllun, mae'n rhaid i'r cynllun yna yn gyntaf gael ei fabwysiadu gan y corff llywodraethol, a nhw wedyn sy'n gyfrifol am ei weithredu fo. Mae yna hawl gan y llywodraethwyr i addasu, i finiogi neu i ddiwygio unrhyw bolisi neu gynllun sy'n dod ger eu bron nhw. O ran safbwynt yr awdurdod, maen nhw'n hyd braich, mewn ffordd, yn yr achos yma o'r WESP. Felly, efallai bod y WESP yn brilliant ac yn addas, ond, wrth ri yrru fo allan i'r ysgolion, maen nhw'n ddibynnol iawn ar yr ysgol yn mabwysiadu'r WESP fel ag y mae o, heb newidiadau, ac maen nhw'n ddibynnol iawn ar yr ysgol yn gweithredu'r WESP yn unol ag ysbryd y WESP, felly. Yma ac acw mae hyn yn digwydd, ond mae gennym ni dystiolaeth fel undeb o ysgolion yn rhoi rhwystrau yn eu lle, os dywedwn ni - yn rhoi rhwystrau i'r WESPs yma - oherwydd efallai fod y corff llywodraethu ddim yn cytuno neu beth bynnag. Dwi ddim yn cyffredinoli o gwbl, ond mae o yn enghraifft sydd gennym ni o le mae'r WESP wedi cael ei lastwreiddio, ddywedwn ni, erbyn iddo gyrraedd yr ysgol, oherwydd dylanwad y llywodraethwyr.
English: Thank you very much. Ioan, or Eithne, do you have anything to add, briefly?
Welsh: Diolch yn fawr iawn. Ioan, neu Eithne, oes gennych chi unrhyw beth i'w ychwanegu, yn gryno?
English: Just to note that, in a way, this is one of the main problems as regards looking at matters in a local context, and we've already spoken about this national level at which we need to be considering these issues, and the national expectation. Therefore, we don't have the same political difficulties as local authorities and governors. It's this national overview that's required.
Welsh: Jest i nodi, mewn ffordd, mai dyma un o'r prif broblemau o ran ceisio edrych ar y pethau yma mewn sefyllfa leol, a dyma'r pwynt rŷn ni wedi sôn amdano eisoes, sef fod angen edrych ar bethau ar lefel cenedlaethol, a disgwyliad cenedlaethol. Felly, does yna ddim yr un trafferthion gwleidyddol ag sydd gan awdurdodau lleol a hefyd o ran y llywodraethwyr hefyd. Gogwydd cenedlaethol sydd eisiau yn hyn o beth.
English: Thank you very much. Hefin David, if we could turn to your questions, please.
Welsh: Diolch yn fawr iawn. Hefin David, os cawn ni droi at eich cwestiynau chi, os gwelwch yn dda.
English: Could I ask about the 10-year WESP cycle? How adequate is the accountability and monitoring framework in ensuring that local authorities successfully deliver their WESP ambitions and targets to support Cymraeg 2050?
Welsh: A allaf i ofyn am y cylch 10 blynedd? Pa mor ddigonol yw'r fframwaith atebolrwydd a monitro i sicrhau bod awdurdodau lleol yn cyflawni eu huchelgeisiau a'u targedau cynlluniau strategol Cymraeg mewn addysg yn llwyddiannus i gefnogi Cymraeg 2050?
English: Yes, it's the same, in a way. With the 10-year cycle, as Eithne said, you don't leave it for 10 years and then go to see whether it's developed. It goes back to the comments I've already made in terms of infrastructure. We need some kind of inspection and review structure that ticks over during this period of 10 years to ensure that the schools and the authorities are where they are meant to be on the journey, accepting that schools and authorities start the journey in different places - compare Conwy with Torfaen, for example. But you do need some structure - not an inspection regime - some kind of system that ensures that there is that overview to ensure that the engine is turning.
Welsh: Ie, yr un peth, mewn ffordd. Hynny ydy, o ran cylch 10 mlynedd, fel mae Eithne wedi dweud, dŷch chi ddim yn ei adael o am 10 mlynedd ac wedyn mynd i weld a ydy o wedi datblygu. Mae'n mynd yn ôl i'r un un sylwad o'r blaen ar isadeiledd. Mae angen rhyw fath o strwythur arolygu ac adolygu sydd yn tician drosodd, mewn ffordd, dros y cyfnod yma, i sicrhau bod yr ysgolion a bod yr awdurdodau, yn y lle lle maen nhw i fod ar y daith, buasai rhywun yn disgwyl, gan dderbyn bod ysgolion ac awdurdodau yn cychwyn y daith mewn llefydd gwahanol - cymharwch Conwy efo Torfaen, er enghraifft. Ond dŷch chi eisiau rhyw fath o strwythur - nid 'arolygu'; mae hwnnw'n air am ' inspections' - rhyw fath o drefn sydd yn sicrhau bod yna ryw fath o oruchwyliaeth yna, yn sicrhau bod yr injan yn troi.
English: And Ioan.
Welsh: Ac Ioan.
English: Just two quick points. I would ask whether two years is sufficiently early. Does it need to happen earlier? It's a similar point to Siôn's point. I think others who have provided evidence to this committee have mentioned that we need to look at plans not just in a 10-year cycle and that we might need to consider the plans within five years, 10 years, 20 years. I would agree with those comments that have been made.
Welsh: Jest dau bwynt cyflym iawn. Ydy dwy flynedd yn ddigon buan neu oes angen ei wneud cyn diwedd dwy flynedd? Mae'n bwynt tebyg iawn i'r hyn a wnaeth Siôn. A dwi'n meddwl bod eraill sydd wedi gyrru tystiolaeth i'r pwyllgor yma wedi sôn bod angen edrych ar gynlluniau nid mewn cylch o 10 mlynedd yn unig, ond efallai fod angen ystyried cynlluniau o fewn pum mlynedd, o fewn 10 mlynedd, o fewn 20 mlynedd. Buaswn i'n cytuno efo'r sylwadau hynny sydd wedi cael eu cyflwyno.
English: Do the 10-year WESPs make sufficient links with other strategic educational policies, for example the revised school improvement framework and the new curriculum for Wales?
Welsh: A yw'r cynlluniau strategol 10 mlynedd yn gwneud cysylltiadau digonol â pholisïau addysgol strategol eraill, er enghraifft y fframwaith gwella ysgolion a'r cwricwlwm newydd i Gymru?
English: We will ask Ioan to go first on this one.
Welsh: Fe wnawn ni fynd fel arall y tro yma. Ioan, wyt ti eisiau mynd yn gyntaf?
English: I think that there is scope to look every 10 years. There are quite clear connections made by the Government, and I think that the Government plans are intended to improve the situation. The 10-year cycle is in place and is working, but we do need to consider doing these things over a period of time, rather than just in chunks of 10 years.
Welsh: Dwi'n meddwl bod yna le i edrych bob 10 mlynedd. Mae yna gysylltiadau reit amlwg yn cael eu gwneud gan y Llywodraeth, a dwi'n meddwl bod cynlluniau'r Llywodraeth yn dod o safbwynt ymgeisio i wella'r sefyllfa. Mae rhoi 10 mlynedd yn ei le yn gweithio, ond mae angen ystyried bod angen gwneud y pethau yma dros gyfnod, yn hytrach na mewn chunks o 10 mlynedd yn unig.
English: Well, certainly, that national overview would enable the Government to see where in the nation the resources are most needed. And in the context of the question that you asked, not only will schools and authorities be in different places on this journey, that is also true with regard to the other policies that you mentioned that are being developed. So, you could have a situation where an authority or a school, because of different priorities, aren't prioritising these WESPs because they have so much other work to do in dealing with a lack or deficiency in terms of other strategies. By having that national overview, the Government could target those areas that need the support, be that with peripatetic teachers or whatever else, to ensure that this plan that we are discussing here today isn't undermined because the attention of staff and funding is being allocated to the other strategies that you mentioned - so, a particular school or authority that needs attention.
Welsh: Yn sicr, mi fuasai goruchwyliaeth genedlaethol yn galluogi'r Llywodraeth, drwy'r trosolwg yma, i fedru gweld lle yn y wlad mae angen yr adnoddau fwyaf. Ac yng nghyd-destun y cwestiwn, nid yn unig bydd ysgolion ac awdurdodau mewn gwahanol lefydd ar y daith yma, mae'n wir hefyd o ran y polisïau eraill sydd hefyd yn cael eu datblygu. Felly, mi allwch chi gael sefyllfa lle nad yw awdurdod neu ysgol, oherwydd blaenoriaethau, efallai, yn blaenoriaethu'r WESPs yma oherwydd bod ganddyn nhw gymaint o waith arall i'w wneud efo, efallai, diffyg yn y strategaethau eraill. Felly, drwy gael goruchwyliaeth genedlaethol, mi fedrai'r Llywodraeth dargedu'r ardaloedd sydd angen y cymorth fwyaf, boed drwy athrawon bro neu beth bynnag, i sicrhau nad yw'r cynllun yma rydyn ni'n ei drafod heddiw yn cael ei danseilio oherwydd bod sylw staff a chyllid yn cael eu rhoi i'r strategaethau eraill - yr ysgol yna neu yr awdurdod yna sydd angen sylw ei hun.
English: Thank you. Good morning. All of you have touched on this already in almost all of your responses, namely the importance of the development of Welsh-medium provision within the English-medium sector. You've said that there are particular issues with it: you've referred to a lack of resources undermining this and that there is not sufficient emphasis on this in the WESPs. So, I would like your views specifically on how the WESPs contribute, and how they should contribute, to the development of Welsh within the English-medium sector. Is it sufficiently clear within the WESPs in your view?
Welsh: Diolch yn fawr. Bore da. Mae pob un ohonoch chi wedi cyffwrdd ar hyn yn barod mewn bron pob un o'ch atebion chi, sef pwysigrwydd datblygu'r ddarpariaeth Gymraeg o fewn y sector cyfrwng Saesneg. Rŷch chi wedi dweud bod yna issues penodol gydag e: rŷch chi wedi cyfeirio at ddiffyg adnoddau yn tanseilio hyn a bod yna ddim pwyslais digonol ar hyn yn y CSCAau. Felly, hoffwn i gael eich barn chi yn benodol ar sut mae'r CSCAau yn cyfrannu, a sut ddylen nhw gyfrannu, a datblygiad cyfrwng Cymraeg o fewn y sector cyfrwng Saesneg. Yw e'n ddigon clir yn y cynlluniau yn eich barn chi?
English: In terms of the situation that you describe, you're talking about the schools that have the furthest to travel on the journey and so, naturally of course, the support and resources need to be primarily targeted at those schools. It's a dual issue: you look at the staff, as my colleagues already mentioned; you're talking about English-medium schools that want to develop over this medium-term period into becoming Welsh-medium schools. You need to fund the opportunities for staff to be able to teach through the medium of Welsh. Perhaps you'll have to accept that there are staff who don't want to make that journey and perhaps you'd need to look at relocation and so on, but perhaps that might be a more specialist issue rather than a more general one. And then in terms of the support, I go back to the athrawon bro who I've already mentioned, where you have peripatetic teachers who support the Welsh language and go to the schools that do need that support the most, to provide that targeted support and undertake that local scrutiny to ensure that the support does go to the schools that need that support most. So, it's the same old story; it comes down to that infrastructure once again - we need to refine that for those schools that have furthest to travel.
Welsh: O ran y sefyllfa rydych chi'n ei disgrifio, rydych yn sôn am yr ysgolion sydd â'r mwyaf o daith i'w thrafaelio, ac felly, yn naturiol wrth gwrs, yn fanna y mae'r gefnogaeth a'r adnoddau angen eu targedu fwyaf. Mae'n ddeublyg: rydych chi'n edrych ar y staff, fel mae fy nghyfeillion wedi sôn yn barod; rydych chi'n sôn am ysgolion cyfrwng Saesneg sydd angen datblygu dros y cyfnod tymor canol nesaf yma i fod yn ysgolion Cymraeg. Mae angen hyfforddiant; mae angen ariannu'r cyfleoedd i staff fedru ymgymryd â'r Gymraeg. Rhaid i'r Llywodraeth hefyd dderbyn efallai y bydd gennych chi staff sydd ddim yn dymuno hynny ac mae angen felly edrych ar adleoli ac yn y blaen, ond efallai bod hwnna'n fater mwy arbenigol yn hytrach na rhywbeth cyffredinol. Ac wedyn o ran y gefnogaeth, dwi'n mynd yn ôl at yr athrawon bro yma dwi'n sôn amdanyn nhw bob munud, lle mae gennych chi athrawon teithiol sy'n cefnogi'r Gymraeg, sydd yn mynd i'r ysgolion sydd angen y mwyaf o gefnogaeth i roi'r gefnogaeth, ac sydd yn gallu targedu ac sy'n gallu gwneud y gwaith yma o graffu lleol i sicrhau bod y gefnogaeth yn mynd i'r ysgolion sydd angen y mwyaf o gefnogaeth. Felly, yr un hen stori ydy o, sef yr isadeiledd - mae angen miniogi hwnnw ar gyfer ysgolion sydd â'r mwyaf o daith.
English: Thank you. Could I turn to Ioan next?
Welsh: Diolch. Gaf i droi at Ioan nesaf?
English: Thank you very much. May I just inform you all that we have 15 minutes left in this session? So may I ask for the questions and responses to be succinct, please, as we continue, so that we can get through the rest of the questions? If we can go back to Sioned, please.
Welsh: Diolch yn fawr iawn. A gaf i jest roi rhybudd i bawb bod gennym ni chwarter awr ar ôl yn y sesiwn hon? Felly gaf i ofyn i'r cwestiynau a'r atebion fod yn gryno wrth i ni fynd ymlaen er mwyn trio cael drwy weddill y cwestiynau? Os caf i droi yn ôl at Sioned, os gwelwch yn dda.
English: Thank you. You've answered this partly, but I'd just like to know the view of the other witnesses in terms of specific concerns about this new categorisation and the guidance. You said perhaps that the guidance would benefit from being statutory in nature, but I'd like to hear the other two witnesses' views on that. How would that improve things? How would having these guidelines statutory improve the situation? So, just your comments on the categorisation and the guidance, please
Welsh: Diolch. Rŷch chi, Ioan, wedi ateb y peth yn rhannol, ond liciwn i jest efallai wybod barn y ddau dyst arall o ran y pryderon penodol am y categoreidio newydd a'r canllawiau. Hynny yw, fe wnaethoch chi sôn efallai y byddai'r canllawiau'n elwa o fod yn rhai statudol, ond hoffwn i glywed eich barn chi ar hynny. Hefyd, sut byddai hynny'n gwella pethau? Sut byddai cael y canllawiau yma'n rhai statudol yn gwella pethau? Felly, jest eich sylwadau chi ar y categoreiddio a'r canllawiau.
English: At the moment, schools are grateful that the categorisation is nonstatutory, because if it was a requirement, because of the current financial situation, I think they would truly regret that. But having said that, because they are nonstatutory, you don't get that flow in the schools to realise and achieve this important aspiration. So, certainly, making them statutory would put more pressure on schools to ensure that they do comply and that there is quality in the WESPs, but you can't do that in isolation, you will have to provide the funding and the support. Again, it all comes down to infrastructure, a word that I've used often. You have to put that infrastructure in place if you are to make them statutory. At the moment, schools can take a break, particularly when they're short of funding, they can see where they are and try and sort things out. Now, that might not be ideal for reaching the target, but ensure that the financial support is there as well as the staffing support before you make them statutory and things will improve.
Welsh: Dwi'n meddwl ar y funud bod ysgolion yn diolch bod y categoreiddio yma'n anstatudol, oherwydd os buasai fo'n orfodol, oherwydd y byd ariannol a'r diffyg sydd ohoni, dwi'n meddwl y buasen nhw'n wirioneddol yn gwaredu. Ond, wrth gwrs, wedi dweud hynna, oherwydd eu bod nhw'n anstatudol, dydych chi ddim yn cael y llif yn yr ysgolion i symud ymlaen i wireddu a chyrraedd y dyhead pwysig yma. Felly, ar bob cyfrif, mi fydd eu gwneud nhw'n statudol yn rhoi mwy o bwysau, ddywedwn ni, ar ysgolion i sicrhau eu bod nhw'n cydymffurfio a bod yna ansawdd i'r WESPs, ond fedrwch chi ddim gwneud hynna mewn sefyllfa ynysig. Bydd yn rhaid ichi roi'r arian a'r gefnogaeth. Mae o i gyd yn dod i lawr unwaith eto i isadeiledd, gair dwi i'n ei iwsio'n aml iawn. Bydd yn rhaid ichi roi hwnna yn ei le pan ydych chi yn, ar yr un pryd, eu gwneud nhw'n statudol. Ar y funud, mae'r ysgolion yn gallu cael seibiant, yn arbennig pan does yna ddim arian na dim byd, i fedru gweld lle mae pethau, trio sortio pethau allan. Rŵan, efallai bod hynna ddim yn ddelfrydol ar gyfer cyrraedd y targed, ond sicrhewch fod y gefnogaeth yna'n ariannol ac o ran staff cyn ichi eu gwneud nhw'n statudol a bydd pethau'n well, buaswn i'n tybio.
English: May I ask, briefly, to conclude: what else could the Welsh Government do to encourage or incentivise local authorities to improve this aspect of the WESPs? Is there anything that could be done in terms of the capital funding envelope to help facilitate these longer term plans?
Welsh: Allaf i jest ofyn yn gryno i orffen: sut arall all Llywodraeth Cymru, felly, annog neu gymell yr awdurdodau lleol i wella'r agwedd yma ar y CSCAau? Oes yna unrhyw beth sy'n gallu cael ei wneud o gwmpas y fframwaith cyfalaf cyllid o ran helpu a hwyluso cynllunio hirdymor ac yn y blaen?
English: Until 2015, you had these Welsh in education grants, and they were used to support exactly this kind of provision in schools that most need help to move ahead on this journey. That has gone since 2015, and the authorities since then have had to fund whatever provision is in place, for example those teachers who go around the schools to give that support. So, when that grant existed, there was more prosperity and better resources. So, to answer the Member's question, something similar, if it were to be reintroduced, would take you back to that kind of infrastructure and the support that existed at that time.
Welsh: Mi oedd gennych chi, hyd at 2015, y grantiau Cymraeg mewn addysg, ac mi oedd y rheini'n cael eu defnyddio i gefnogi'r union fath yma o gefnogaeth mewn ysgolion sydd wirioneddol angen yr help fwyaf i symud ymlaen ar y daith yma. Mae'r rheini wedi mynd ers 2015, ac mae awdurdodau ers hynny wedi gorfod ariannu pa bynnag arlwy oedd yn ei le ar y pryd, er enghraifft yr athrawon oedd yn mynd rownd ysgolion. Yn amlwg, ar y pryd, pan oedd y grant yna'n bodoli mi oedd yna fwy o ffyniant a gwell adnoddau. Felly, i ateb cwestiwn yr Aelod, yn amlwg, mi fuasai rhywbeth tebyg yn cael ei ailgyflwyno yn mynd â chi yn ôl i'r fath o isadeiledd a chefnogaeth oedd yna ar y pryd.