techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you for the question. This grant has been targeted far better by now than it was originally. Estyn has made several reports regarding the effectiveness of the grant, and, really, going back to before this specific grant, to a similar grant, called RAISE. At the start of this grant, the funding was often spent on tackling underachievement, rather than dealing with the underachievement of children who are eligible for free school meals specifically. But, over a period of time, we have seen that it is targeted much better by now. That's not to say that the targeting is working perfectly still, and I think that we are seeing examples where the targeting isn't going just to children who receive free school meals. Schools sometimes interpret poverty in a slightly wider way than that. In terms of what schools are doing with the grant, we have given evidence to you of the kinds of things that they are doing. They are tracking progress of pupils, they are trying to improve attendance, they are trying to work with families and the community in general, they're doing work specifically to improve how children are doing in exams, in key stage 4, specifically - a lot of funding is being spent on that - improving the confidence of students, taking students on extra-curricular activities, improving literacy and numeracy. Those are the kinds of activities they're being used for.
Welsh: Diolch am y cwestiwn. Mae'r grant yma wedi cael ei dargedu llawer iawn yn well erbyn hyn nag oedd e yn wreiddiol. Mae Estyn wedi gwneud nifer o adroddiadau ynglŷn ag effeithiolrwydd y grant, ac, a dweud y gwir, yn mynd yn ôl cyn y grant arbennig yma, yn ôl i grant tebyg o'r enw RAISE. Bryd hynny, ac ar gychwyn y grant yma, mi roedd yr arian yn aml yn cael ei wario ar fynd i'r afael â thangyflawniad, yn hytrach na delio â thangyflawniad plant sydd yn derbyn prydau bwyd am ddim yn benodol. Ond, dros gyfnod o amser, rydym ni wedi gweld ei fod e'n cael ei dargedu llawer iawn yn well erbyn hyn. Nid yw hynny ddim yn dweud bod y targedu yn berffaith o hyd. Ac rwy'n credu ein bod ni yn gweld enghreifftiau ble nad yw'r targedu ddim yn mynd jest i blant sy'n derbyn prydau bwyd am ddim. Mae ysgolion weithiau yn dehongli tlodi mewn ffordd ychydig bach mwy eang na hynny. O ran beth mae ysgolion yn ei wneud â'r grant, rydym ni wedi rhoi tystiolaeth i chi o'r math o beth maen nhw'n ei wneud. Maen nhw'n tracio cynnydd disgyblion, maen nhw'n ceisio gwella presenoldeb, maen nhw'n ceisio gweithio gyda theuluoedd a'r gymuned yn gyffredinol, maen nhw'n gwneud gwaith arbennig i wella fel y mae plant yn ei wneud mewn arholiadau yng nghyfnod allweddol 4, yn benodol - mae yna dipyn o arian yn cael ei wario ar hynny - gwella hyder myfyrwyr, mynd â myfyrwyr ar weithgareddau allgyrsiol, gwella llythrennedd a rhifedd. Dyna'r math o weithgareddau sy'n cael eu defnyddio.
English: Because the research by Ipsos MORI and the Wales Institute of Social and Economic Research, Data and Methods has shown that there is some kind of blurring - I think that's the term that they use - in terms of who is eligible. But you are relatively comfortable with the fact that there is sufficient targeting happening. You referred to the fact that it is used, perhaps, to reach a slightly wider cohort than just those who are eligible for free school meals, but you do feel that that balance, from your experience, is acceptable.
Welsh: Achos mae'r gwaith ymchwil gan Ipsos MORI a'r Wales Institute of Social and Economic Research, Data and Methods wedi dangos bod yna rhyw 'blur-io' - rwy'n credu mai dyna yw'r term y maen nhw'n ei ddefnyddio - rhyw ddrysu o safbwynt pwy sy'n gymwys. Ond rydych chi'n eithaf cyfforddus â'r ffaith bod yna dargedu digonol yn digwydd. Roeddech chi'n cyfeirio at y ffaith ei fod e'n cael ei ddefnyddio, efallai, i gyrraedd ychydig yn ehangach na dim ond y rhai sydd yn gymwys i gael cinio ysgol am ddim, ond rydych chi yn teimlo bod y cydbwysedd yna, o'ch profiad chi, beth bynnag, yn dderbyniol.
English: Yes, certainly, it has improved a great deal. When I was looking at this initially, the targeting wasn't happening at all. It was being spent on children who were underachieving, and one of the things that we did notice in the first report was that much more funding was being spent on boys than girls. And, of course, that raised the question immediately that it wasn't being spent then on children who are eligible for free school meals, because those numbers are equal. So, it wasn't, but it has improved. There is a discussion about who exactly should have it and whether free school meals is the best definition. So, I think that schools are perhaps not following that exactly, but within the spirit of the grant, I think I'm fairly comfortable. There is a specific question - I don't know if you are going to ask this - regarding more able and talented pupils.
Welsh: Ie, yn sicr, mae e wedi gwella llawer iawn. Pan roeddwn i'n edrych ar hwn i gychwyn, nid oedd y targedu ddim yn bodoli o gwbl. Roedd e'n cael ei wario ar blant oedd yn tangyflawni, ac un o'r pethau wnaethom ni sylwi yn yr adroddiad cyntaf hwnnw oedd bod llawer mwy o arian yn cael ei wario ar fechgyn na merched. Wrth gwrs, roedd hynny'n codi'n syth y cwestiwn: wel, nid yw'n cael ei wario, felly, ar y plant oedd yn gymwys am brydiau bwyd am ddim, achos mae'r rhifau yna'n gyfartal. Felly, nid oedd e ddim, ond mae e wedi gwella. Mae yna drafodaeth ynglŷn â phwy ddylai'n union gael e, a beth yw'r diffiniad. Ai prydiau bwyd am ddim ydy'r diffiniad gorau? Felly, rwy'n meddwl nad yw ysgolion yn dilyn hynny'n union, ond o fewn ysbryd y grant, rwy'n gymharol gyfforddus. Mae yna gwestiwn penodol - nid wyf yn gwybod os ŷch chi'n mynd i ofyn hyn - ynglŷn â phlant mwy galluog.
English: That's where I was going next.
Welsh: Dyna lle roeddwn i'n mynd nesaf.
English: So, if there is a cohort of pupils who are missing out on this, they are the more able and talented pupils who receive free school meals. There are a number of reasons for this, I think. One of them is that there's still some feeling that less able children should be receiving this grant, children who are underachieving. Schools don't always identify underachievement of those more able children. It seems that they are doing okay, but if they were given more support, they would do even better.
Welsh: Felly, os oes yna garfan o ddisgyblion sydd yn colli mas ar hyn, y plant mwy galluog sydd yn derbyn prydau bwyd am ddim yw'r rheini. Mae yna nifer o resymau am hyn, rwy'n meddwl. Un ohonyn nhw ydy bod yna dal rhywfaint o deimlad taw plant llai galluog ddylai fod yn cael y grant yma, plant sy'n tangyflawni. Nid yw'r ysgolion ddim bob tro yn adnabod tangyflawniad y plant mwy galluog. Maen nhw'n ymddangos fel eu bod nhw'n gwneud yn o lew, ond petaen nhw'n cael mwy o gymorth, bydden nhw'n gwneud hyd yn oed yn well.
English: So, is it a lack of awareness of the nature of the grant, and that the individual has to be targeted rather than just those who are underachieving? Is that the problem? Or is it the regime that focuses on exam results and the need to draw those pupils who are underachieving up, rather than incentivising those who are achieving to achieve better?
Welsh: Felly, ai diffyg ymwybyddiaeth o natur y grant, a bod angen targedu'r unigolyn yn hytrach nag efallai dim ond y rhai sy'n tangyrraedd yw'r broblem? Neu ai'r gyfundrefn sydd yn ffocysu ar ganlyniadau arholiadau, ac yn y blaen, a'r angen wedyn i dynnu'r rhai sy'n tangyflawni lan, yn hytrach, efallai, na chymell y rhai sydd eisoes yn cyflawni i gyflawni mwy?
English: A bit of both, I'd say. And the third factor is identifying children who are more able. I think that we have a bit of work to do in that regard. I was in a conference for headteachers last week, where there was new data being discussed, and that data showed the progress of children from a certain point, year 6 tests. I think that kind of data will be very useful, because what that data can do is help secondary schools to identify more able children and that they are underachieving. Even though they're doing quite well, that kind of value-added data is very useful. So, I think that that will help as well.
Welsh: Tipyn o'r ddau, buaswn i'n ei ddweud. A'r drydedd ffactor yw adnabod plant mwy galluog. Rwy'n meddwl bod yna dipyn o waith gyda ni i wneud hynny. Roeddwn mewn cynhadledd i brifathrawon yr wythnos ddiwethaf, ble oedd yna ddata newydd yn cael ei drafod, ac roedd y data hynny'n dangos cynnydd plant o bwynt penodol, sef profion blwyddyn 6. Rwy'n meddwl bydd y math yna o ddata yn ddefnyddiol iawn achos beth mae'r data yna yn gallu ei wneud yw helpu ysgolion uwchradd i adnabod plant mwy galluog a'u bod nhw yn tangyflawni. Er eu bod nhw'n gwneud yn reit dda, mae'r math yna o value-added data yn ddefnyddiol iawn. Felly, rwy'n meddwl bydd hynny'n help hefyd.
English: Just briefly, you touched earlier on using the measure of those who are eligible for free school meals as a way to identify children from disadvantaged backgrounds so that you can target this funding. Varied evidence has been given to us on this. Do you have an opinion on whether that's the best way?
Welsh: Jest yn fyr, fe gyffyrddoch chi'n gynharach ar ddefnyddio'r mesur o'r rhai sy'n gymwys ar gyfer cinio ysgol am ddim fel modd i adnabod, efallai, plant o gefndiroedd difreintiedig i dargedu'r arian yma. Mae yna dystiolaeth amrywiol wedi cael ei rhoi i ni, mewn gwirionedd. A oes gennych chi farn ynglŷn ag ai dyna'r ffordd orau?
English: It certainly is a good way of doing it. There is a strong correlation between children who underachieve and that measure, so it is a strong measure. But, there is scope to discuss how exactly it does work. For example, some people say that if you have received free school meals for a period of time and now you're not receiving them, then perhaps you should still be receiving the funding for a period of time, for example. So, there are ways of fine-tuning that measure, I think. It's worth considering those approaches.
Welsh: Yn sicr, mae'n ffordd dda o'i wneud e. Mae yna correlation cryf rhwng y plant sy'n tangyflawni a'r mesur yna, felly, mae yn fesur cryf. Ond, mae yna le i drafod, rydw i'n credu, sut yn union mae'n gweithio. Er enghraifft, mae rhai pobl yn dweud, os ydych chi wedi derbyn prydau bwyd am ddim am gyfnod, a nawr nid ydych chi ddim, efallai y dylech chi'n dal i fod yn derbyn yr arian am gyfnod o amser, er enghraifft. Felly, mae yna ffyrdd o fireinio'r mesur, rydw i'n meddwl. Mae'n werth ystyried y ffyrdd yna.
English: Thank you very much. Just to start with, what's your opinion about the way the Government has been introducing reforms in this area over this past inspection cycle? In general, what is your opinion about how effective that has been and how much of an impression has it had?
Welsh: Diolch yn fawr iawn. Jest i ddechrau, beth yw eich barn chi ynglŷn â'r modd y mae'r Llywodraeth wedi bod yn cyflwyno diwygiadau yn y sector addysg dros y cylch arolygu diwethaf? Yn gyffredinol, beth yw eich barn chi ynglŷn â pha mor effeithiol mae hynny wedi bod a faint o argraff mae o wedi'i gael?
English: Well the seven year cycle encompasses three Governments if truth be told, but there has been a sense of continuity and progress made in the nature of policy work in general, starting with the fundamental things such as literacy and numeracy in the first instance and also behaviour and attendance, as I said earlier this morning. And then they've developed a far more comprehensive scheme that is at the heart of the development of the curriculum and pedagogy specifically. And I think that that general shift from the foundations - of literacy and numeracy - moving towards the curriculum and pedagogy does make sense. And the other trend that we've seen is to promote collaboration and the self-improvement system, as it's called. I also think that there are a number of progressive countries doing the same kind of thing. So, I think that the general direction is right.
Welsh: Mae'r saith mlynedd o'r cylch yn rhychwantu tair Llywodraeth i ddweud y gwir, ond mae yna rywfaint o ddilyniant, rydw i'n meddwl, a chynnydd i'w weld yn natur gwaith polisi yn gyffredinol, gan gychwyn gyda phethau sylfaenol fel llythrennedd a rhifedd yn y man cychwynnol, a hefyd ymddygiad a phresenoldeb, fel roeddwn i'n sôn yn gynt y bore yma. A wedyn maen nhw wedi datblygu erbyn hyn gynllun llawer mwyn cynhwysfawr sy'n ganolog i ddatblygu'r cwricwlwm a phedagogeg yn benodol. Rydw i'n meddwl bod y symudiad cyffredinol yna o'r sylfeini - o'r llythrennedd a'r rhifedd - i'r cwricwlwm ac addysgeg yn gwneud synnwyr. Y duedd arall rydym ni wedi'i gweld ydy hyrwyddo cydweithredu a'r system hunanwella, fel mae'n cael ei alw. Rydw i'n meddwl hefyd fod yna nifer o wledydd blaengar yn gwneud yr un math o beth. Felly, rydw i'n meddwl bod y trywydd cyffredinol yn gywir.
English: So, you think - and I'd agree - that the focus on pedagogy is correct and that this culture that appears to be putting more emphasis on self-improvement, and so on, is a positive one. Are there aspects that haven't worked as well in your opinion?
Welsh: Felly rydych chi - a byddwn i'n cytuno hefyd - yn meddwl bod y ffocws ar addysgeg yn bositif, mae'r diwylliant sy'n ymddangos nawr i fod yn rhoi mwy o bwyslais ar hunanwella ac yn y blaen yn bositif. A oes yna agweddau sydd ddim wedi gweithio cystal yn eich barn chi?
English: Of course, one accepts that one would like to see development and progress happening far more quickly, but, even in that instance, we need to balance the need that we all have to see progress with the pressures that are on teachers - there are so many things changing. I think that the most striking aspect in looking back over the past seven years is that all aspects of work in the education system - I'm trying to avoid saying 'schools', because it's more than just schools; it's colleges and the system as a whole - have changed. All aspects of that have changed, and I think that we need that - all of those aspects need to be changed and improved - but we need to balance that against the fact that we need to not go so fast, because workload on teachers - . This responsibility of self-improvement means that there is more pressure on teachers and headteachers, ultimately. That's why Estyn was very pleased to collaborate with 15 other bodies to give guidance on workload for teachers, because we have to be very careful to get that right as well.
Welsh: Mae rhywun, wrth gwrs, yn derbyn y byddai rhywun yn hoffi gweld y datblygiad a'r cynnydd yn llawer iawn cynt, ond mae'n rhaid, hyd yn oed yn fanna, cydbwyso'r angen sydd gyda ni i gyd i weld cynnydd a'r pwysau sydd ar athrawon - mae cymaint o bethau yn newid. Rydw i'n meddwl mai'r agwedd fwyaf trawiadol, o edrych yn ôl dros saith mlynedd, ydy bod pob agwedd o waith y system addysg - rydw i'n trio osgoi dweud 'ysgolion', achos mae'n fwy na jest ysgolion; mae'r colegau a'r system i gyd - wedi newid. Mae pob agwedd o hynny wedi newid, ac rydw i'n meddwl bod angen hynny hefyd - bod yr holl bethau yna angen eu newid a'u gwella - ond mae'n rhaid cydbwyso hynny gyda'r ffaith bod yn rhaid i ni beidio mynd yn rhy gyflym, oherwydd bod pwysau gwaith athrawon - . Mae'r holl gyfrifoldeb yma o hunanwella yn golygu bod mwy o faich gwaith ar athrawon yn y pen draw, a phrifathrawon. Felly, dyna pam roedd Estyn yn falch iawn o gydweithio gyda 15 o gyrff eraill i roi canllawiau baich gwaith i athrawon, achos mae'n rhaid i ni fod yn ofalus iawn i gael hynny'n gywir hefyd.
English: But is it disappointing, then, in the latest annual report, that you are to all intents and purposes coming to the conclusion that the performance is consistent with how it has been over the past inspection cycle? Would you not expect some kind of progress or something more significant in terms of outcomes?
Welsh: Ond a ydy hi'n siomedig, felly, yn yr adroddiad blynyddol diweddaraf, eich bod chi i bob pwrpas yn dod i'r casgliad bod perfformiad yn gyson â fel mae e wedi bod yng ngweddill y cylch arolygu? Oni fyddech chi'n disgwyl rhywfaint o gynnydd neu rywbeth bach yn fwy arwyddocaol o safbwynt canlyniadau?
English: That's one way of looking at it. Another way, as I said earlier, is that all of these things are changing and, under those particular circumstances, that it's a good thing that teachers and the education system have been able to maintain standards and the quality of education.
Welsh: Mae hynny'n un ffordd o edrych arno fe. Ffordd arall o edrych arno fe ydy, fel roeddwn i'n dweud yn gynt, fod yr holl bethau yma'n newid ac, o dan yr amgylchiadau hynny, ei fod e'n beth da bod athrawon a'r system addysg wedi medru cynnal safonau ac ansawdd addysg.
English: The sector, of course, is continually evolving. We know that a number of these reforms are still playing out and are still being developed and introduced. Of course, there is a risk that we are in this situation continuously, and therefore settling for managing to maintain, for me, perhaps wouldn't show enough ambition. Is there a risk that we will find ourselves continually - ? As you say, the inspection cycle has seen three Governments. There are changes and different policies and priorities being implemented. From what you say, that does prevent the development of the sector.
Welsh: Mae'r sector, wrth gwrs, yn esblygu'n barhaol. Hynny yw, rŷm ni'n gwybod bod nifer o'r diwygiadau yn dal i chwarae allan ac yn dal i fod yn cael eu datblygu a'u cyflwyno. Mae yna berig, wrth gwrs, ein bod ni yn y sefyllfa yna yn barhaus, ac felly byddai setlo am lwyddo i gynnal, yn y cyd-destun yna, efallai, i fi, ddim yn dangos digon o uchelgais. A oes yna berig ein bod ni'n ffeindio ein hunain, yn barhaol - ? Fel rydych chi'n dweud, mae'r cylch arolygu wedi gweld tair llywodraeth; yn anochel mae yna newidiadau, blaenoriaethau gwahanol, polisiau gwahanol yn dod. Mae hynny felly, yn ôl beth rydych chi'n ei ddweud, yn llesteirio datblygiad y sector.
English: We are in the middle of a period of major change, and you're right that there is more change to come. The new curriculum will reach key stage 4 in around seven years again, so we're genuinely in the middle of this period of change. Perhaps 'revolutionary' is too strong a word, but it is the biggest change that I've seen in my career. You have to go back to the 1980s and 1990s to see similar changes. Of course, we all wish to see swifter progress being made, but what that means in practice is that you push more changes through, or that you push through the changes that we currently have more quickly. There was discussion, for example, about when the new curriculum should be introduced. Those are the kinds of practical questions that arise, and you have to remember that, in the classroom, what you will have are individual teachers having to prepare for a new GCSE, a new A-level, and there are new specifications in that regard, and it's a great deal of work. So, we have to be very careful when we say that we need to accelerate that process.
Welsh: Rydym ni yng nghanol cyfnod o newid mawr, ac rydych chi'n iawn fod yna fwy o newid i ddod. Bydd y cwricwlwm newydd yn cyrraedd cyfnod allweddol 4 mewn rhyw saith mlynedd eto, felly rydym ni'n wirioneddol yng nghanol y cyfnod yma. Mae 'chwyldroadol' yn air rhy gryf, rydw i'n siŵr, ond dyma'r newid mwyaf rydw i wedi'i weld yn fy ngyrfa i. Mae'n rhaid i chi fynd yn ôl i'r 1980au a'r 1990au i weld newidiadau tebyg. Wrth gwrs, rydym ni i gyd yn dymuno gweld cynnydd cyflymach, ond beth mae hynny'n golygu yn ymarferol ydy gwthio mwy o newidiadau neu wthio newidiadau sydd gyda ni yn fwy cyflym. Fe fuodd yna drafod, er enghraifft, pryd ddylai'r cwricwlwm newydd gael ei gyflwyno. Felly, dyna'r math o gwestiynau ymarferol. Mae'n rhaid i chi gofio mai, ar lawr y dosbarth, beth sydd gyda chi yw athrawon unigol yn gorfod paratoi am TGAU newydd, Safon Uwch newydd, manylebau newydd, ac mae hynny'n lot fawr o waith. Felly, mae'n rhaid i ni fod y ofalus iawn pan fyddwn ni'n dweud bod angen cyflymu'r broses.
English: But you understand the point I was making about the risk of finding ourselves like this continually and therefore to say, if we were to interpret your conclusion in the recent report, that outcomes have been consistent over the inspection cycle doesn't mean that we are pushing enough or that the reforms happen in a way that allows progress in performance terms.
Welsh: Ond rŷch chi'n deall y pwynt roeddwn i'n ei wneud ynglŷn â'r perig bod ni'n ffeindio'n hunain yn y cyflwr yma yn barhaus, ac felly mae dweud, efallai, i ddehongli'ch canfyddiad chi yn yr adroddiad diweddaraf, fod canlyniadau wedi bod yn gyson dros y cylch arolygu ddim yn golygu ein bod ni'n gwthio'n ddigon, neu fod y diwygiadau'n digwydd mewn ffordd sydd yn caniatáu cynnydd o safbwynt perfformiad.
English: I would wish to see that we wouldn't be in this position continuously. I think that -
Welsh: Byddwn i yn gobeithio nad ydym ni'n mynd i fod yn y sefyllfa yma yn barhaus. Rydw i'n meddwl bod -
English: But you've just suggested that there are seven years ahead of us yet in terms of introducing these reforms.
Welsh: Ond rydych chi newydd awgrymu bod yna saith mlynedd o'n blaenau ni eto o gyflwyno'r diwygiadau yma.
English: Yes, I think that's a fair enough point. What's your assessment, therefore, of how able or how ready schools are to deal with, in moving forward now, all of these changes and reforms?
Welsh: Ie, rydw i'n meddwl bod hynny'n bwynt digon teg. Beth yw'ch asesiad chi, felly, o ba mor abl neu ba mor barod yw'r ysgolion i ddelio, wrth symud ymlaen nawr, â'r holl newidiadau ?
English: Well, as I said, I think that they have coped with a whole host of changes, and that's something to be praised. We are disappointed the standards haven't improved as much as we would have liked to have seen, but we also need to be congratulating the workforce for getting to grips with so many changes in a relatively short period. So, that does give one confidence that they will be able to cope with other changes in future. So, I am confident in that sense, but we do have to be careful in looking out for the workload, because the culture of promoting is one of giving more responsibilities to teachers, to schools, to colleges and to headteachers. So, we have to be very careful that that workload doesn't become excessive.
Welsh: Wel, fel roeddwn i'n dweud, rydw i'n teimlo eu bod nhw wedi ymdopi â fflyd o newidiadau. Mae hynny, rydw i'n meddwl, yn rhywbeth i'w ganmol. Rydym ni'n siomedig, wrth gwrs, nad yw safonau wedi gwella cymaint â byddem ni'n hoffi gweld, ond mae eisiau i ni hefyd longyfarch y gweithlu am fynd i'r afael â chymaint o newidiadau mewn cyfnod cymharol fyr. Felly, mae hynny yn rhoi hyder i rywun y byddan nhw yn medru ymdopi â newidiadau eraill yn y dyfodol. Felly, rydw i'n hyderus yn yr ystyr yna, ond mae'n rhaid i ni fod yn wyliadwrus ynglŷn â'r baich gwaith, yn enwedig, fel roeddwn i'n dweud, gan fod y diwylliant yr ydym ni'n ei hybu yn un o roi mwy o gyfrifoldebau i athrawon, i ysgolion, i golegau, i brifathrawon. Felly, mae'n rhaid i ni fod yn arbennig o wyliadwrus nad yw'r baich gwaith yna yn mynd yn ormodol.
English: Would you also share the concern that the reduction in school budgets will worsen those risks that you referred to?
Welsh: A fyddech chi'n rhannu hefyd y consýrn bod y crebachu ariannol sy'n digwydd i gyllidebau ysgolion ar hyn o bryd yn mynd i ddwysáu'r peryglon yna yr ydych chi wedi cyfeirio atyn nhw?
English: Yes. As you'll know, international research evidence shows that it is not the amount of funding that goes into education systems that dictates how effective they are. But it is true to say that, if you have financial cuts, that does cause practical problems for headteachers in having to lay off staff, and so on. So, it does take a lot of time and energy to deal with cuts.
Welsh: Byddwn. Fel rydych chi'n gwybod, mae'r dystiolaeth ymchwil rhyngwladol yn dangos nad yw'r maint o arian sy'n mynd i mewn i systemau addysg yn pennu pa mor effeithiol ydyn nhw. Ond, wrth gwrs, mae'n wir i ddweud, os ydych chi'n cael toriadau ariannol, eu bod nhw'n creu problemau ymarferol i brifathrawon i ddiswyddo staff, ac yn y blaen. Mae'n cymryd lot o amser ac egni i ddelio â thoriadau.