English: Thank you, Jenny. You're right - Meilyr has had a relentless focus on children throughout his career, and in the inspectorate, and he is very much child-focused in his critique and in his analysis of the education system. I think one of silver linings - and my goodness me, they are few and far between, but we need to look for them in the middle of this terrible situation we find ourselves in - is the improved level of communication between schools and parents, which the report points to. It's been a necessary feature of remote learning and remote education, and I hope that that change in culture and those expectations about regular communication will be a culture change that we will keep. Quite often, all of us want to return to normal, but we have to recognise sometimes the old normal wasn't good enough, and this is an example of where a new normal can drive real improvements, and that communication with parents is absolutely key. A school cannot educate children alone; it has to be a partnership between the professionals in the school and the family, and our very best schools develop that very, very strong relationship, and that delivers real benefits for children. And I do believe, Jenny, that the inspection regime is good at capturing value added. Now, clearly, the inspectorate themselves are going through a reform programme. It's only right, when we look at reforming our part of the education system, that they too have looked to themselves so that they can reform their processes and outlooks, so that they can play their part in improving education. But I have to say, one of the highlights of my year as education Minister is the annual Estyn evening, where those that have been rated as 'excellent' in any category, whether that be the nursery sector right the way through to our FE colleges and everything in between, where that excellence is recognised. And I have to say, in those evenings, I have indeed shook the hands of the headteachers of some of our schools in our leafier suburbs, but I have also shaken the hands of the headteachers of schools that are serving some of our most deprived communities, and dealing with children that have got lots and lots of pressures, families that have got lots and lots of pressures, and I think that that is recognised in how Estyn does its work. Can we go further in improving our own accountability system to reflect that? Yes, we can, and we're in the process of doing that, and I know that Estyn want to make sure that they are recognising the impact that good pedagogy and good schools bring to children.
Welsh: Diolch, Jenny. Rydych chi'n gywir - mae Meilyr wedi canolbwyntio'n ddi-baid ar blant drwy gydol ei yrfa, ac yn yr arolygiaeth, ac mae'n canolbwyntio'n fawr ar blant yn ei feirniadaeth ac yn ei ddadansoddiad o'r system addysg. Credaf mai un agwedd gadarnhaol - a bobl bach, maen nhw'n brin iawn, ond mae angen inni chwilio amdanyn nhw yng nghanol y sefyllfa ofnadwy hon yr ydym ni ynddi - yw'r cyfathrebu gwell rhwng ysgolion a rhieni, y mae'r adroddiad yn cyfeirio ato. Mae wedi bod yn nodwedd angenrheidiol o ddysgu o bell ac addysg o bell, a gobeithio y bydd y newid hwnnw mewn diwylliant a'r disgwyliadau hynny am gyfathrebu rheolaidd yn newid diwylliant parhaol. Yn aml iawn, mae pob un ohonom ni eisiau dychwelyd i'n trefniadau arferol, ond mae'n rhaid i ni gydnabod weithiau nad oedd yr hen drefn arferol yn ddigon da, ac mae hon yn enghraifft lle gall normal newydd ysgogi gwelliannau go iawn, a bod cyfathrebu â rhieni yn gwbl allweddol. Ni all ysgol addysgu plant ar ei phen ei hun; rhaid i hynny fod yn bartneriaeth rhwng y gweithwyr proffesiynol yn yr ysgol a'r teulu, ac mae ein hysgolion gorau yn datblygu'r berthynas gref iawn honno, ac mae hynny'n dod â manteision gwirioneddol i blant. Ac rwyf yn credu, Jenny, fod y drefn arolygu'n dda o ran sicrhau gwerth ychwanegol. Nawr, yn amlwg, mae'r arolygiaeth eu hunain yn mynd drwy raglen ddiwygio. Nid yw hi ond yn briodol, pan edrychwn ni ar ddiwygio ein rhan ni o'r system addysg, eu bod hwythau hefyd wedi edrych arnyn nhw eu hunain fel y gallan nhw ddiwygio eu prosesau a'u rhagolygon, fel y gallan nhw wneud eu rhan i wella addysg. Ond mae'n rhaid i mi ddweud, un o uchafbwyntiau fy mlwyddyn yn Weinidog addysg yw noson flynyddol Estyn, lle mae'r rhai sydd wedi eu graddio'n 'rhagorol' mewn unrhyw gategori, boed hynny y sector meithrin neu ar ben arall y sbectrwm y colegau addysg bellach a phopeth yn y canol, lle caiff y rhagoriaeth honno ei chydnabod. Ac mae'n rhaid i mi ddweud, gyda'r nosweithiau hynny, fy mod yn wir wedi ysgwyd llaw â phenaethiaid rhai o'n hysgolion yn ein maestrefi deiliog, ond rwyf hefyd wedi ysgwyd llaw â phenaethiaid ysgolion sy'n gwasanaethu rhai o'n cymunedau mwyaf difreintiedig, ac sy'n ymdrin â phlant sydd o dan lawer o bwysau, teuluoedd sy'n wynebu llawer iawn iawn o bwysau, a chredaf y caiff hynny ei gydnabod yn y ffordd y mae Estyn yn gwneud ei waith. A allwn ni fynd ymhellach i wella ein system atebolrwydd ein hunain i adlewyrchu hynny? Gallwn, fe allwn ni, ac rydym ni wrthi'n gwneud hynny, ac rwy'n gwybod fod Estyn eisiau sicrhau eu bod yn cydnabod effaith addysgeg dda ac ysgolion da ar blant.