English: So, this is a first in the FE sector. We've already produced that guidance in that sector, and now we are looking at what we can do in the schools, because, Llyr, you talked about the issue of identification. One of the problems that we have is that what more able and talented looks like in one school is different in another school, so we need to get a universally understood definition of the cohort that we are talking about, and we need new refreshed guidance from Welsh Government to the education sector on what happens then. In all schools, actually, we would expect to register a child who is more able and talented, but at the moment, in some cases - not all, because we have some outstanding practitioners - but in some cases that's the end of the process: a child is identified, a box is ticked and then nothing emerges after that particular process, and that's not good enough. Our new definition, our new identification system and our new guidance for schools will push that on, and that will be reinforced by local education authorities, by regional consortia challenge advisers and by Estyn. Simply ticking the box and identifying the child will not be enough; we need then support. And Llyr, you're absolutely right: that then comes down to pedagogical approaches within the classroom and, undoubtedly, delivering that in a very small rural school is a challenge, but we have to rise to that challenge because the alternative is just to close those schools. That's the alternative, and I don't want to do that, and that's why we can't see this programme on its own. You're quite right to say that although this is a discrete pot of money for this particular scheme that I'm announcing today, we cannot see it in isolation from resources that are already going into our schools, whether that be the pupil development grant or the rural and small schools grant, which is specifically designed to address some of these challenges of teaching in a rural area. So, we can't see this on its own. It combines with the criteria around the small and rural schools grant, which is to try and address some of these very practical challenges that teachers face without the need to say, 'Well, it can't be done. The only answer is to ship our children in rural areas to larger schools' - something that I don't want to do and something I know that you don't want to do. So, we can't see it in isolation. The pupil development grant: we have to continue in our determination to see that that money - £91 million in the new financial year - that £91 million is getting to those children who need it. And you're right: some of our more able and talented children are also children who are entitled to free school meals. And sometimes, and that has been evidenced to the committee, the PDG goes towards those less able children, but the challenge for us in working with schools, regional consortia and LEAs is to ensure that that PDG is used in its fullest possible sense. We need to continue to drive evidence-based approaches in our schools. We know what works. The Sutton Trust has done a huge amount of research into what interventions make the biggest difference for these children, and we have to continue the drive, via our regional consortia, that if a school is not following the Sutton Trust toolkit, if the school is not following tried and tested approaches and evidence, then there has to be a really good reason why that is not the case, and those schools themselves should be carrying out their own action research project within their schools to demonstrate that their approach is actually making a difference. But what is absolutely clear to me is that we cannot start young enough. We need to identify these children as early in their educational careers as possible, but also recognising that, for some children, those talents might emerge later on in their schooling. And so, we shouldn't say, 'Right, if you haven't made the grade when you're five years old, that's it.' We don't want to be in that situation. We need to recognise that children reach their milestones in different ways, and that talent may become more evident in different shapes. We shouldn't have a system that is so rigid that we can't take account of the fact that each of our children is very different and their educational journey is different.
Welsh: Felly, mae hwn yn torri tir newydd yn y sector addysg bellach. Rydym ni eisoes wedi llunio'r canllawiau hynny yn y sector hwnnw, ac rydym ni bellach yn edrych ar beth y gallwn ni ei wneud yn yr ysgolion, oherwydd, Llyr, gwnaethoch chi sôn am y mater o nodi. Un o'r problemau sydd gennym yw bod disgyblion mwy abl a thalentog mewn un ysgol yn wahanol i rai mewn ysgol arall, felly mae angen inni gael diffiniad cyffredin o'r garfan yr ydym ni'n sôn amdani, ac mae angen arweiniad newydd arnom gan Lywodraeth Cymru i'r sector addysg ar beth sy'n digwydd wedyn. Ym mhob ysgol, mewn gwirionedd, byddem yn disgwyl cofrestru plentyn sy'n fwy abl a thalentog, ond ar hyn o bryd, mewn rhai achosion - nid pob un, oherwydd bod gennym rai ymarferwyr rhagorol - ond mewn rhai achosion dyna ddiwedd y broses: caiff plentyn ei nodi, rhoddir tic mewn blwch ac yna nid oes dim yn digwydd ar ôl y broses benodol honno, ac nid yw hynny'n ddigon da. Bydd ein diffiniad newydd, ein system nodi newydd a'n canllawiau newydd ar gyfer ysgolion yn pwysleisio hynny, a chaiff ei atgyfnerthu gan awdurdodau addysg lleol, gan gynghorwyr her consortia rhanbarthol a gan Estyn. Ni fydd gwneud dim mwy na rhoi tic yn y blwch a nodi'r plentyn yn ddigon; mae angen eu cefnogi wedyn. A Llyr, rydych chi yn llygad eich lle: mae hynny wedyn yn ymwneud ag ymagweddau addysgeg yn yr ystafell ddosbarth a, heb os, mae cyflawni hynny mewn ysgol wledig fach iawn yn her, ond mae'n rhaid i ni wynebu'r her honno oherwydd y dewis arall yw cau'r ysgolion hynny. Dyna'r dewis arall, ac nid wyf i eisiau gwneud hynny, a dyna pam na allwn ni weld y rhaglen hon ar ei phen ei hun. Rydych chi'n hollol iawn i ddweud er bod pot ar wahân o arian ar gyfer y cynllun arbennig hwn yr wyf yn ei gyhoeddi i chi heddiw, ni all fod ar wahân i adnoddau sydd eisoes ar waith yn ein hysgolion, boed y grant datblygu disgyblion neu'r grant ysgolion gwledig a bach, sy'n benodol i ymdrin â rhai o'r heriau hyn o ran addysgu mewn ardal wledig. Felly, ni allwn wneud hyn ar ei ben ei hun. Mae'n cyfuno â meini prawf y grant ysgolion gwledig a bach, sef ceisio mynd i'r afael â rhai o'r heriau ymarferol iawn hyn i athrawon heb fod angen dweud, 'Wel, ni ellir ei wneud. Yr unig ateb yw anfon ein plant mewn ardaloedd gwledig i ysgolion mwy o faint' - rhywbeth nad wyf i'n dymuno'i wneud a gwn nad ydych chi'n dymuno'i wneud ychwaith. Felly, ni all ddigwydd ar wahân. Y grant datblygu disgyblion: mae'n rhaid i ni barhau â'n penderfyniad i sicrhau bod yr arian hwnnw - £91 miliwn yn y flwyddyn ariannol newydd - bod y £91 miliwn hwnnw yn cyrraedd y plant hynny sydd ei angen. Ac rydych chi'n iawn: mae rhai o'n plant mwy abl a thalentog yn blant sydd â hawl i brydau ysgol am ddim hefyd. Ac weithiau, a hynny yn ôl tystiolaeth a roddwyd i'r Pwyllgor, mae'r grant amddifadedd disgyblion yn mynd tuag at y plant llai abl hynny, ond yr her i ni wrth weithio gydag ysgolion, consortia rhanbarthol ac awdurdodau addysg lleol yw sicrhau bod y grant amddifadedd disgyblion yn cael ei ddefnyddio yn yr ystyr lawnaf bosibl. Mae angen inni barhau i ysgogi dulliau sy'n seiliedig ar dystiolaeth yn ein hysgolion. Rydym yn gwybod beth sy'n gweithio. Mae Ymddiriedolaeth Sutton wedi ymchwilio'n sylweddol i ba ymyraethau sy'n gwneud y gwahaniaeth mwyaf ar gyfer y plant hyn, ac mae'n rhaid i ni barhau â'r ymgyrch, drwy ein consortia rhanbarthol, os na fydd ysgol yn dilyn pecyn cymorth Ymddiriedolaeth Sutton, os nad yw'r ysgol yn defnyddio dulliau gweithredu y profwyd eu bod yn gweithio a thystiolaeth, mae'n rhaid bod rheswm da iawn pam nad yw hynny'n wir, a dylai'r ysgolion hynny eu hunain fod yn cynnal eu prosiect ymchwil gweithredu eu hunain yn eu hysgolion i ddangos bod eu dull nhw yn gwneud gwahaniaeth mewn gwirionedd. Ond yr hyn sy'n gwbl glir i mi yw nad yw unrhyw oedran yn rhy ifanc i ddechrau. Mae angen inni nodi'r plant hyn mor gynnar â phosibl yn eu gyrfaoedd addysgol, ond cydnabod hefyd, i rai plant, y gallai'r doniau hynny ddod i'r amlwg yn ddiweddarach yn eu haddysg. Ac felly, ni ddylem ddweud, 'Iawn, os nad ydych chi'n cyrraedd y targed pan fyddwch yn bum mlwydd oed, dyna fe.' Nid ydym yn dymuno bod yn y sefyllfa honno. Mae angen inni gydnabod bod plant yn cyrraedd eu cerrig milltir mewn ffyrdd gwahanol, a gallai'r dalent honno ddod yn fwy amlwg mewn ffurfiau gwahanol. Ni ddylai fod gennym system sydd mor anhyblyg fel na allwn roi ystyriaeth i'r ffaith bod pob un o'n plant yn wahanol iawn ac mae eu taith addysgol yn wahanol.