English: Thank you to Darren Millar for what I think was a broad welcome of the statement today and a long list of questions, which I will try and get through as quickly as I possibly can. I don't believe that we have a crisis. Ninety per cent of primary school places are met to target. But you're right, with secondary we do have particular challenges, and then we have particular challenges within subjects within secondary - some courses. We recruit fully to others. And that's the purpose of the incentives. Darren is also right, though; teaching is not just about pay, and actually all the surveys show that when most teachers go into the profession they're not solely motivated by making a lot of money. They're motived by wanting to work with children, wanting to impart the enthusiasm that they have for their subjects, and do the best they can for the education system. So, issues around workload are important. Darren did reference our business managers and our good practice guide. I'm about to write out to all headteachers again to make sure that the good practice guide is being utilised within their schools, and we're hoping to announce further projects around workload as we go forward. But it's also about supporting the profession and making sure that professionals have access to continuing professional development that allows them to be the best that they can be. You know that we are developing a national approach to CPD, so that teachers get that wherever they are in Wales. We also know that, sometimes, our leadership perhaps isn't as good as it could be. Leadership is absolutely crucial in managing workload and ensuring that schools and colleges are attractive places to work. That's why we are developing our leadership academy to make sure that our school leaders have the skills that they need to be effective managers of their institutions. The major changes to the incentives, as opposed to last year - . The figures are the same, in terms of £20,000 for a first-class degree in maths, physics, chemistry, Welsh, but the additional subject in there is computer science. Also, we're changing - . There was a bit of a perverse, illogical restriction on those people who had PhDs and Master's degrees. So, if you had a 2:1 but you had a PhD, or if you had a 2:1and had a Master's, you only got the 2:1 rate, which is lower than the first degree rate, which actually, logically, didn't make a lot of sense. So, we are addressing that this time. So, if you have a first-class degree or a PhD or a Master's, you will have the maximum amount for those subjects. Medium priority subjects will come in as an incentive to £15,000. What's really important to remember, Darren, is that these are four incentive for the next academic year, 2018-19, where these students will also be able to apply for our full Diamond package. PGCE students are an exception to postgraduate study, so potentially, these students will be able to apply for a full Diamond package of support alongside the incentives that we're making available today. We are working at the moment on - . You asked whether targets will remain the same. We are trying to create stability for our institutions that currently offer these courses, but we are working on a new workplace planning tool to get better data and to be able to better analyse our workforce needs in the future, and I would expect us to change our targets in relation to when that work is complete, which I'm hoping will be done by 2019 - that new tool being available and coinciding with the devolution of teachers' pay and conditions. There's a whole set of things that need to line up there. There is a national campaign. It's being joint funded by all the regional consortia. It's called Discover Teaching. We are constantly discussing whether there is room and resources for a bigger campaign. I'm also continually looking at the issue of whether we are putting up artificial barriers to teachers from other countries coming to teach in this country. The last time the Welsh Government went out to consultation on this, the very strong view of the consultation responses was that those restrictions should apply. But, obviously, we don't want to put off people who can make a contribution to our classrooms, and we will review it. That is, of course, if they can get through the UK Government's immigration system and come and live here and work here in the future. You are absolutely right around the need for the consortia to offer continuing professional development to our supply teachers. The supply teaching taskforce report was published in February. We have established an independent group to oversee the implementation of those recommendations. The group has met three times, and we are making progress. The supply model that we are talking about today is a recommendation that is being implemented. We have opened up access to Hwb for supply teachers, which was previously prevented, and we are working with the consortia to make sure that the supply teachers have continuous professional development. With regard to the pilot, let me say: this is a signal of my intent. The pilot was a direct recommendation of the task and finish group, but it gives us the opportunity to explore this as an alternative model to the recruitment and employment of supply teaching, going forward. The 15 local authorities that have been selected are 15 out of the 16 that expressed an interest. We can't do this on our own. We have to do it in partnership with local government and schools, because of local management of schools. We can't impose this upon them. So, 15 out of the 16 expressions of interest have been taken forward, and they are, if people want to know, and if the Deputy Presiding Officer is allowing me to list them: Pembrokeshire, Torfaen, the Vale of Glamorgan, Wrexham, Powys, Rhondda Cynon Taf, Neath Port Talbot, Monmouthshire, Merthyr, Conwy, Carmarthenshire, Cardiff, Caerphilly, Blaenau Gwent, and Newport. So, we have a big cross-section of both urban and rural authorities, north and south, east and west, and a mixture of schools. So, we've got primary clusters, we've got secondary, but we've also got through-schools as well. We can't impose this upon people; we have to do it with the coalition of the willing, if you don't mind the expression, 'a coalition of the willing'. We have to do it in partnership, and those local authorities, I'm very glad, have stepped up to the plate and shown real vision and have explored the potential that this can bring the advantages. And it's advantages not just to the supply teacher. What's really crucial about this is that there are advantages to the children, because they will have familiar faces. So, when their classroom teacher is absent or away on a training course, they will see a familiar face in their school, and that will have an impact on teaching and learning for those children.
Welsh: Diolch i Darren Millar am yr hyn a gredaf oedd yn groeso eangfrydig i'r datganiad heddiw a rhestr hir o gwestiynau, y byddaf yn ceisio eu hateb mor gyflym ag y gallaf. Ni chredaf fod gennym ni argyfwng. Caiff naw deg y cant o leoedd dysgu mewn ysgolion cynradd eu llenwi yn unol â'r targedau. Ond rydych chi'n iawn, gydag addysg uwchradd mae gennym ni heriau penodol, ac yna mae gennym ni heriau penodol mewn rhai pynciau addysg uwchradd - gyda rhai cyrsiau. Rydym ni'n recriwtio'n llawn mewn pynciau eraill. A dyna yw pwrpas y cymhellion. Fodd bynnag, mae Darren hefyd yn iawn; nid yw dysgu yn ymwneud â'r cyflog yn unig, ac mewn gwirionedd mae'r holl arolygon yn dangos, pan fo'r rhan fwyaf o athrawon yn mynd i'r proffesiwn, nad yr unig gymhelliant yw ennill arian mawr. Yr hyn sy'n eu cymell nhw yw bod arnyn nhw eisiau gweithio gyda phlant, eisiau rhannu'r brwdfrydedd sydd ganddyn nhw am eu pynciau, a gwneud y gorau y gallan nhw dros y system addysg. Felly, mae materion yn ymwneud â llwyth gwaith yn bwysig. Cyfeiriodd Darren at ein rheolwyr busnes a'n canllaw arfer da. Rwyf ar fin ysgrifennu at bob pennaeth eto i sicrhau bod y canllaw arfer da yn cael ei ddefnyddio yn eu hysgolion, ac rydym ni'n gobeithio cyhoeddi prosiectau ychwanegol ynglŷn â llwyth gwaith wrth i ni symud ymlaen. Ond mae a wnelo hyn hefyd â chefnogi'r proffesiwn a sicrhau bod gweithwyr proffesiynol yn cael y cyfle i ymgymryd â datblygiad proffesiynol parhaus sy'n eu galluogi i fod y gorau y gallan nhw fod. Fe wyddoch chi ein bod ni'n datblygu ffordd genedlaethol o fynd i'r afael â DPP, fel bod athrawon yn cael hynny ble bynnag y maen nhw yng Nghymru. Fe wyddom ni hefyd, weithiau, nad yw ein harweinyddiaeth efallai mor dda ag y gallai fod. Mae arweinyddiaeth yn hollbwysig wrth reoli llwyth gwaith a sicrhau bod ysgolion a cholegau yn lleoedd deniadol i weithio ynddynt. Dyna pam yr ydym ni'n datblygu ein hacademi arweinyddiaeth i sicrhau bod gan ein harweinwyr ysgol y sgiliau sydd eu hangen arnyn nhw i fod yn rheolwyr effeithiol ar eu sefydliadau. Y prif newidiadau i'r cymhellion, o'u cymharu â'r llynedd - . Mae'r ffigurau yr un fath, sef £20,000 ar gyfer gradd dosbarth cyntaf mewn mathemateg, ffiseg, cemeg, Cymraeg, ond y pwnc ychwanegol ymhlith y rhain yw gwyddoniaeth gyfrifiadurol. Hefyd, rydym ni'n newid - . Roedd rhywfaint o gyfyngiadau gwrthnysig, afresymegol ar y bobl hynny oedd â Doethuriaeth a graddau Meistr. Felly, pe byddai gennych chi radd 2:1 ond bod gennych chi Ddoethuriaeth, neu pe byddai gennych chi radd 2:1 a bod gennych chi radd Meistr, dim ond y gyfradd 2:1 fyddech chi'n ei chael, sy'n is na'r gyfradd dosbarth cyntaf, nad oedd mewn gwirionedd, yn rhesymegol, yn gwneud llawer o synnwyr. Felly, rydym ni yn mynd i'r afael â hynny y tro hwn. Felly, os oes gennych chi radd dosbarth cyntaf neu Ddoethuriaeth neu radd Meistr, byddwch yn derbyn y swm mwyaf ar gyfer y pynciau hynny. Ar gyfer pynciau blaenoriaeth ganolig bydd cymhelliant o £15,000. Yr hyn sy'n bwysig iawn i'w gofio, Darren, yw mai pedwar cymhelliant yw'r rhain ar gyfer y flwyddyn academaidd nesaf, 2018-19, lle bydd y myfyrwyr hyn hefyd yn gallu ymgeisio am ein pecyn Diamond cyflawn. Mae myfyrwyr TAR yn eithriad i astudiaethau ôl-raddedig, felly mae'n bosib y bydd y myfyrwyr hyn yn gallu ymgeisio am becyn cymorth Diamond llawn ochr yn ochr â'r cymhellion yr ydym ni yn eu cyflwyno heddiw. Rydym ni'n gweithio ar hyn o bryd ar - . Fe wnaethoch chi ofyn a fydd targedau yn aros yr un fath. Rydym ni'n ceisio creu sefydlogrwydd i'n sefydliadau sy'n cynnig y cyrsiau hyn ar hyn o bryd, ond rydym ni'n gweithio ar offeryn cynllunio gweithle newydd i gael data gwell a gallu dadansoddi anghenion ein gweithlu yn well yn y dyfodol, ac rwyf yn disgwyl y byddwn ni'n newid ein targedau o ran pryd y bydd y gwaith hwnnw wedi'i gwblhau, ac rwy'n gobeithio y gwneir hynny yn 2019 - y bydd yr offeryn newydd hwnnw ar gael ac yn cyd-fynd â datganoli tâl ac amodau gwaith athrawon. Mae yna gyfres gyfan o bethau y mae angen cyswllt rhyngddynt. Mae ymgyrch genedlaethol ar droed. Mae'n cael ei hariannu ar y cyd gan yr holl gonsortia rhanbarthol. Ei henw yw Darganfod Addysgu. Rydym ni'n trafod yn gyson a yw'r amgylchiadau a'r adnoddau ar gael ar gyfer ymgyrch fwy. Rwyf hefyd yn edrych yn barhaus ar ba un a ydym ni'n creu rhwystrau artiffisial i athrawon o wledydd eraill i ddod i ddysgu yn y wlad hon. Y tro diwethaf i Lywodraeth Cymru ymgynghori ar hyn, barn gref iawn yr ymatebion i'r ymgynghoriad oedd y dylai'r cyfyngiadau hynny fod yn berthnasol. Ond, yn amlwg, nid ydym ni eisiau rhwystro pobl a all wneud cyfraniad i'n hystafelloedd dosbarth, a byddwn ni'n adolygu hynny. Hynny yw, wrth gwrs, os gallan nhw fynd drwy system fewnfudo Llywodraeth y DU a dod i fyw yma a gweithio yma yn y dyfodol. Rydych chi'n hollol gywir ynghylch yr angen i'r consortia gynnig datblygiad proffesiynol parhaus i'n hathrawon cyflenwi. Cyhoeddwyd adroddiad y tasglu athrawon cyflenwi ym mis Chwefror. Rydym ni wedi sefydlu grŵp annibynnol i oruchwylio'r modd y caiff yr argymhellion hynny eu gweithredu. Mae'r grŵp wedi cyfarfod dair gwaith, ac rydym ni'n gwneud cynnydd. Mae'r model cyflenwi yr ydym ni'n sôn amdano heddiw yn argymhelliad sy'n cael ei weithredu. Rydym ni wedi sicrhau bod Hwb ar gael i athrawon cyflenwi, nad oedd yn bosib o'r blaen, ac rydym ni'n gweithio gyda'r consortia i sicrhau bod modd i'r athrawon cyflenwi fanteisio ar ddatblygiad proffesiynol parhaus. O ran y cynllun arbrofol, gadewch i mi ddweud: mae hyn yn arwydd o'm bwriad. Roedd y cynllun arbrofol yn argymhelliad uniongyrchol gan y grŵp gorchwyl a gorffen, ond mae'n rhoi cyfle inni ymchwilio i hyn fel model amgen i recriwtio a chyflogi athrawon cyflenwi, wrth symud ymlaen. Y 15 awdurdod lleol a ddewiswyd yw 15 o'r 16 a fynegodd ddiddordeb. Ni allwn ni wneud hyn ar ein pennau ein hunain. Mae'n rhaid inni ei wneud mewn partneriaeth â llywodraeth leol ac ysgolion, oherwydd bod ysgolion yn cael eu rheoli'n lleol. Ni allwn ni orfodi hyn arnyn nhw. Felly, fe dderbyniwyd cais 15 o'r 16 awdurdod a fynegodd diddordeb, a dyma nhw, os yw pobl eisiau gwybod, ac os yw'r Dirprwy Lywydd yn caniatáu imi eu rhestru: Sir Benfro, Torfaen, Bro Morgannwg, Wrecsam, Powys , Rhondda Cynon Taf, Castell-nedd Port Talbot, Sir Fynwy, Merthyr, Conwy, Sir Gaerfyrddin, Caerdydd, Caerffili, Blaenau Gwent a Chasnewydd. Felly, mae gennym ni drawstoriad mawr o awdurdodau trefol a gwledig, gogledd a de, dwyrain a gorllewin, a chymysgedd o ysgolion. Felly, mae gennym ni glystyrau cynradd, mae gennym ni rai uwchradd, ond mae gennym ni ysgolion 3-19 oed hefyd. Ni allwn ni orfodi hyn ar bobl; mae'n rhaid inni ei wneud drwy gydweithio â'r rheini sy'n barod i wneud hynny. Mae'n rhaid inni ei wneud ar y cyd, ac mae'r awdurdodau lleol hynny, rwy'n falch iawn o ddweud, wedi camu i'r adwy ac yn dangos gweledigaeth wirioneddol ac wedi archwilio'r posibilrwydd y gall hyn ddod â manteision yn ei sgîl. Ac mae'r manteision hynny nid yn unig i'r athro cyflenwi. Yr hyn sy'n hollbwysig ynglŷn â hyn yw bod manteision i'r plant, oherwydd bydd ganddyn nhw wynebau cyfarwydd. Felly, pan fo'u hathro dosbarth yn absennol neu'n mynd ar gwrs hyfforddi, byddan nhw'n gweld wyneb cyfarwydd yn eu hysgol, a bydd hynny'n cael effaith ar addysgu a dysgu'r plant hynny.