English: Thank you very much, Suzy, for those questions. As I outlined in my statement, we have not been tone deaf to the concerns that have been raised by teaching unions with regard to workload. I outlined a number of actions the Government has already taken. The establishment of the group was to move these issues forward at greater pace and to ensure that all voices are heard. That means that all the unions, whether they represent headteachers, whether they represent the teaching workforce and, crucially, those that support teachers and teaching assistants are part of that group as well as regional consortia and Estyn. It is they that have decided that these are the four areas that they want to see progress on in the autumn term and I'm delighted that, collectively, Government, the middle tier and the unions have agreed that way forward, because you are correct to say that workload is one issue that the profession has cited as an issue that perhaps works against us in our attempts to bring more people into the profession, although I have to say constantly talking about what a difficult, challenging job it is doesn't help our recruitment efforts. Undoubtedly, teaching is a challenging role, but it is a highly, highly rewarding career and we want to make sure that more people choose it and that more people who choose to train stay in that profession for the entirety of their careers. The Member asked some specific questions about the school business manager pilot. As I said, over 100 schools were identified by local authorities as part of the pilot. Originally, 11 local authorities submitted proposals to take part. They included Anglesey, Monmouthshire, Caerphilly, Cardiff, Conwy, Powys, Carmarthenshire, the Vale of Glamorgan, Torfaen, Bridgend and Swansea. And, in the end, 10 out of the 11 authorities have schools that have taken part in the programme. In July 2018, officials commissioned Miller Research to conduct an independent interim review of the performance and the operation of the pilot in its first year, and the interim evaluation report found that the vast majority of the feedback from headteachers and school leaders was very positive. The main benefits are around time savings, reduced workload and actually driving value for money in the way in which the school utilises its budget. And having a business manager had had a positive impact in reducing the admin workload on primary, and in some cases secondary, headteachers. The posts had also allowed them to see improvements in the effectiveness of business management systems across clusters as well as, as I said, cost-effective school financial management. Some of the figures that have been saved on school photocopying contracts are literally eye-watering, and perhaps I will be able to give Members further details on that. But having that one person that has a certain set of skills and, crucially, has the time to turn their attention to these issues, has made an impact. I was lucky enough to visit the business managers that are working in the Monmouthshire pilots and the Conwy pilots, and they have worked collectively as a team of people to manage their workload as well, to ensure that they're not reinventing the wheel when designing, for instance, responses to changes in data protection. So, they do it once for their school and then they share that with the other business managers. So, there's some excellent practice. We're aiming to commission a full independent evaluation during the spring term of 2020, and best practice examples will form part of that evaluation. We'll be providing exemplar cases that we can share across the system. So, that independent evaluation of that scheme has been done on an interim basis, and will continue. With regard to Hwb, I'm glad that the Member has had positive feedback from the profession regarding the usefulness of Hwb. Can I give an example of just one way in which we're improving access to that? In March this year, I announced that Wales will be one of the first countries in the world to centrally fund Microsoft classroom software applications for all maintained schools, thanks to new investment by the Welsh Government. Not only will this new £1.2 million investment improve equity of access to digital classroom software, it actually allows teachers free access to that, and they can use that licence to have that software on up to five devices. So, they don't need to be able to pay for multiple licences if they want to have access to that; for instance, if they are working from home or working remotely at any time. So, that just takes the burden and makes sure that they have the resources that they need. The Member is right that there could have been a separate statement on supply, but the Member will be aware that the priority for me has been to improve the terms and conditions of the work of supply teachers with a new national contact for supply agency, which I believe will drive up standards and, crucially, provide an underpinning with regards to pay and conditions, which I hope will be of real benefit to those that find themselves working in supply, which is a very important aspect of our education workforce. And finally, on the issue of professional learning, let's be clear that the money in itself is not there to persuade people to stay and be teachers; the money is there primarily to ensure that those teachers are best prepared and are able to take advantage of the new curriculum. But what we do know from research that is currently being undertaken by some of our IT providers is that ensuring that teachers have access to career-long professional development is one of the ways in which we can attract the best and the brightest into the profession. When we benchmark teaching against other professions that other highly skilled graduates may want to go into, one of the things that they say they're looking for is that ongoing professional development and that route to progression within that profession. So, professional learning in this context is about delivering the curriculum, but actually that commitment to those individuals that we will support their career throughout their time in our schools with continuous professional learning is really important. And with regard to time, the Member will be aware we've recently consulted, for instance, on one additional INSET day to supplement the INSET days that schools already have for professional learning, and I hope to be able to move forward with those regulations shortly.
Welsh: Diolch yn fawr i chi, Suzy, am y cwestiynau yna. Fel yr amlinellais i yn fy natganiad, nid ydym wedi bod yn fyddar i'r pryderon a godwyd gan undebau athrawon ynglŷn â llwyth gwaith. Amlinellais nifer o gamau y mae'r Llywodraeth wedi eu cymryd eisoes. Diben sefydlu'r grŵp oedd symud y materion hyn ymlaen yn gynt a sicrhau bod pob llais yn cael ei glywed. Mae hynny'n golygu bod yr holl undebau, pa un a ydyn nhw'n cynrychioli penaethiaid, neu'n cynrychioli'r gweithlu addysgu ac, yn hollbwysig, y rhai sy'n cefnogi athrawon a chynorthwywyr addysgu yn rhan o'r grŵp hwnnw yn ogystal â chonsortia rhanbarthol ac Estyn. Y nhw sydd wedi penderfynu mai dyma'r pedwar maes y bydden nhw'n dymuno gweld cynnydd ynddyn nhw yn nhymor yr hydref ac rwy'n falch iawn bod y Llywodraeth, ar y cyd â'r undebau wedi cytuno ar y ffordd ymlaen, oherwydd yr ydych chi'n iawn i ddweud mai llwyth gwaith yw'r un mater y mae'r proffesiwn wedi ei nodi fel mater sy'n gweithio yn ein herbyn ni efallai wrth i ni ymdrechu i ddenu mwy o bobl i'r proffesiwn, er bod yn rhaid i mi ddweud nad yw dweud trwy'r amser pa mor anodd a heriol yw'r gwaith hwn yn helpu gyda'n hymdrechion recriwtio. Yn ddiamau, mae dysgu yn swydd heriol, ond mae hi'n yrfa hynod o foddhaus ac rydym ni'n eiddgar i wneud yn siŵr bod mwy o bobl yn ei dewis a bod mwy o bobl sy'n dewis hyfforddi yn aros yn y proffesiwn hwnnw drwy gydol eu gyrfaoedd. Gofynnodd yr Aelod rai cwestiynau penodol am y cynllun arbrofol rheolwyr busnes ysgolion. Fel y dywedais, cafodd dros 100 o ysgolion eu nodi gan awdurdodau lleol yn rhan o'r cynllun arbrofol. Yn wreiddiol, cyflwynodd 11 awdurdod lleol gynigion i gymryd rhan. Roedden nhw'n cynnwys Ynys Môn, sir Fynwy, Caerffili, Caerdydd, Conwy, Powys, sir Gaerfyrddin, Bro Morgannwg, Torfaen, Pen-y-bont ar Ogwr ac Abertawe. Ac, yn y pen draw, mae gan 10 o'r 11 awdurdod ysgolion sydd wedi cymryd rhan yn y rhaglen. Ym mis Gorffennaf 2018, comisiynodd swyddogion gwmni ymchwil Miller Research i gynnal adolygiad dros dro annibynnol o berfformiad a gweithrediad y cynllun arbrofol yn ystod ei flwyddyn gyntaf, a chanfu'r adroddiad gwerthuso dros dro bod mwyafrif helaeth yr adborth gan benaethiaid ac arweinyddion ysgolion yn gadarnhaol iawn. Mae'r prif fuddion yn ymwneud ag arbedion amser, llai o lwyth gwaith a sicrhau gwerth am arian gwirioneddol yn y ffordd y mae'r ysgol yn defnyddio ei chyllideb. Roedd cael rheolwr busnes wedi cael effaith gadarnhaol o ran lleihau'r baich gwaith gweinyddol sydd ar benaethiaid ysgolion cynradd, ac mewn rhai achosion, ar benaethiaid ysgolion uwchradd. Roedd y swyddi wedi eu galluogi hefyd i weld gwelliannau o ran effeithiolrwydd systemau rheoli busnes ar draws clystyrau yn ogystal â, fel y dywedais, rheolaeth ariannol gost-effeithiol i ysgolion. Mae rhai o'r ffigurau o ran yr hyn a gafodd ei arbed ar gontractau llungopïo ysgolion yn dod â dŵr i'r llygaid yn llythrennol, ac efallai y byddaf i'n gallu rhoi manylion pellach i'r Aelodau am hynny. Ond mae cael yr unigolyn hwnnw yno sydd â set benodol o sgiliau ac, yn hollbwysig, sydd â'r amser i droi ei sylw at y materion hyn, wedi cael effaith. Bûm yn ddigon ffodus i ymweld â'r rheolwyr busnes sy'n gweithio yng nghynlluniau arbrofol sir Fynwy a chynlluniau arbrofol Conwy, ac maen nhw wedi gweithio gyda'i gilydd fel tîm o bobl i reoli eu llwyth gwaith hefyd, i sicrhau nad ydyn nhw'n ailddyfeisio'r olwyn wrth ddylunio, er enghraifft, ymatebion i newidiadau o ran diogelu data. Felly, maen nhw'n gwneud hyn unwaith ar gyfer eu hysgol eu hunain ac yna maen nhw'n rhannu hynny gyda'r rheolwyr busnes eraill. Felly, ceir arfer rhagorol yn y fan yma. Rydym ni'n bwriadu comisiynu gwerthusiad annibynnol llawn yn ystod tymor y gwanwyn 2020, a bydd enghreifftiau o arfer gorau yn rhan o'r gwerthusiad hwnnw. Byddwn ni'n darparu achosion enghreifftiol y gallwn ni eu rhannu ar draws y system. Felly, mae'r gwerthusiad annibynnol hwnnw o'r cynllun hwnnw wedi ei wneud ar sail dros dro, a bydd yn parhau. O ran Hwb, rwy'n falch bod yr Aelod wedi cael adborth cadarnhaol gan y proffesiwn ynglŷn â defnyddioldeb Hwb. A gaf i roi enghraifft o ddim ond un ffordd yr ydym ni'n gwella mynediad at hynny? Ym mis Mawrth eleni, cyhoeddais y bydd Cymru yn un o'r gwledydd cyntaf yn y byd i ariannu ceisiadau yn ganolog am feddalwedd ystafell ddosbarth Microsoft ar gyfer pob ysgol a gynhelir, diolch i fuddsoddiad newydd gan Lywodraeth Cymru. Nid yn unig y bydd y buddsoddiad newydd hwn o £1.2 miliwn yn gwella tegwch o ran y meddalwedd sydd ar gael i ystafelloedd dosbarth digidol, mae'n caniatáu i athrawon gael mynediad am ddim at hynny, ac fe allan nhw ddefnyddio'r drwydded honno i ddefnyddio'r meddalwedd hwnnw ar hyd at bum dyfais. Felly, nid oes angen iddyn nhw allu talu am nifer o drwyddedau er mwyn cael y mynediad hwnnw; er enghraifft, os ydyn nhw'n gweithio o gartref neu'n gweithio o bell ar unrhyw adeg. Felly, mae hynny'n cymryd y baich oddi arnyn nhw ac yn sicrhau bod yr adnoddau y mae eu hangen arnyn nhw ar gael iddyn nhw. Mae'r Aelod yn iawn y gellid bod wedi cael datganiad ar wahân ynglŷn ag athrawon cyflenwi, ond bydd yr Aelod yn ymwybodol mai'r flaenoriaeth i mi oedd gwella telerau ac amodau gwaith athrawon cyflenwi gydag asiantaeth gyswllt genedlaethol newydd ar gyfer cyflenwi, a chredaf y bydd hynny'n codi safonau ac, yn hollbwysig, yn rhoi sylfaen o ran tâl ac amodau, a fydd, gobeithio, o fudd gwirioneddol i'r rhai sy'n canfod eu hunain yn gweithio fel athrawon cyflenwi, sy'n agwedd bwysig iawn ar ein gweithlu addysg. Ac yn olaf, ar fater addysg proffesiynol, gadewch i ni fod yn glir nad yw'r arian ynddo'i hun ar gael i berswadio pobl i ddal ati i fod yn athrawon; mae'r arian ar gael yn bennaf i sicrhau bod yr athrawon hynny wedi cael eu paratoi yn y ffordd orau ac yn gallu manteisio ar y cwricwlwm newydd. Ond yr hyn a wyddom ni o'r ymchwil sy'n cael ei wneud ar hyn o bryd gan rai o'n darparwyr TG yw bod sicrhau bod athrawon yn gallu cael hyfforddiant datblygiad proffesiynol gydol oes yn un o'r ffyrdd y gallwn ni ddenu'r rhai gorau a'r mwyaf disglair i'r proffesiwn. Pan fyddwn ni'n meincnodi addysg yn erbyn proffesiynau eraill y gallai graddedigion medrus iawn eraill fod yn dymuno eu dilyn, un o'r pethau y maen nhw'n ei ddweud eu bod nhw'n chwilio amdano yw'r datblygiad proffesiynol parhaus hwnnw a'r llwybr hwnnw o symud ymlaen o fewn y proffesiwn hwnnw. Felly, mae dysgu proffesiynol yn y cyd-destun hwn yn ymwneud â darparu'r cwricwlwm, ond mewn gwirionedd mae'r ymrwymiad hwnnw i'r unigolion hynny y byddwn ni'n cefnogi eu gyrfa drwy gydol eu cyfnod yn ein hysgolion gyda dysgu proffesiynol parhaus yn bwysig iawn. Ac o ran amser, bydd yr Aelod yn ymwybodol ein bod ni wedi ymgynghori yn ddiweddar, er enghraifft, ar un diwrnod hyfforddiant mewn swydd ychwanegol i ategu'r diwrnodau HMS sydd gan ysgolion eisoes ar gyfer dysgu proffesiynol, ac rwy'n gobeithio gallu symud ymlaen â'r rheoliadau hynny yn fuan.