English: Diolch, Llywydd. I have never been to any schools that merged, like Caroline Jones, but I have been to some that have burnt down, and that's definitely a way of getting a new school - not that I recommend it, of course. Can I thank the IAR group for tabling the debate today? As you'll see from our own amendment, there's quite a bit of the motion that we agree with, and really, it's only 3 (c) of the motion that we have an issue with. I do want to say upfront that we are very supportive of the twenty-first century schools programme, it's just that we, like this group, have some questions about its implementation in some cases. I just want to say that I think the particular ask for a 15-minute drive time is a pipe dream in parts of rural Wales today, let alone in the future. But I think we should look at that experience to make sure that its downsides aren't replicated in more populated areas. I share Caroline's suspicion about how twenty-first century school applications can be used as a response to inadequate maintenance funding for councils, and even other agendas, such as the starving out of sixth forms. We saw something along those lines with St Joseph's in Port Talbot - a faith school that had retained its sixth form in a borough where all other post-16 English language education was delivered at further education colleges. Communities and their needs change due to residential development and the drive for more Welsh-medium schools, so new strategically located schools are needed, but that impacts on local authority budgets in two ways. Firstly, there's a temptation to let more difficult parts of the estate slowly decay, which means reducing revenue maintenance costs, because a part-funded replacement capital asset sounds like quite a prize. And then, secondly, 22 local authorities trying to plan for their own footprints, regardless of attempts at collaborative working, can drive adverse behaviours and prevent more strategic and efficient decisions. I think particularly again of the Afan valley, where reconfiguration resulted in the creation of a primary school of 400 pupils, and then not even in a new building. There's no doubt that a modern and well-designed building can assist learning. Blended learning may well be a consideration for design in the future, but you have to be able to afford the teachers as well. Members will have heard Welsh Conservatives many times call on the Government to bite the bullet on funding reform. Going back to design and point (d) of our amendment, I realise that accessibility should already be baked into design, but I do wonder whether some of these high-ceilinged atria that we see in these new schools are that great for deaf children. On a different point, toilet provision - how much thought is given to privacy and dignity and the number of units, particularly for girls? A big 'no' to gender-shared toilets as standard. Location matters as much as design. The Bae Baglan superschool is a glorious building, but David Rees will remember well that dreadful walking route to the new school from Cwrt Sart, which was anything but an inducement to active travel. And finally, Welsh-medium schools - they're often left to occupy much more high-expense buildings, be they from the turn of the century or just falling apart, like Ysgol y Ferch o'r Sgêr in Cornelly in my own region. That's a disincentive to families considering Welsh-medium education and deserves priority attention in the twenty-first century schools programme. Diolch, Llywydd.
Welsh: Diolch, Lywydd. Nid fûm erioed mewn ysgol a gafodd ei huno, fel Caroline Jones, ond bûm mewn rhai a gafodd eu llosgi, ac mae hynny'n sicr yn ffordd o gael ysgol newydd - nid fy mod yn ei hargymell, wrth gwrs. A gaf fi ddiolch i grŵp y Gynghrair Annibynnol dros Ddiwygio am gyflwyno'r ddadl heddiw? Fel y gwelwch o'n gwelliant ein hunain, rydym yn cytuno â chryn dipyn o'r cynnig, ac mewn gwirionedd, dim ond 3 (c) o'r cynnig sy'n peri trafferth i ni. Rwyf am ddweud o'r cychwyn ein bod yn gefnogol iawn i raglen ysgolion yr unfed ganrif ar hugain, ond mae gennym ni, fel y grŵp hwn, rai cwestiynau ynglŷn â'r modd y caiff ei gweithredu mewn rhai achosion. Hoffwn ddweud fy mod yn credu bod y gofyniad na ddylai disgyblion deithio mwy na 15 munud yn freuddwyd gwrach mewn rhannau o'r Gymru wledig heddiw, heb sôn am y dyfodol. Ond rwy'n credu y dylem edrych ar y profiad hwnnw i sicrhau nad yw ei anfanteision yn cael eu hailadrodd mewn ardaloedd mwy poblog. Rwyf finnau'n rhannu drwgdybiaeth Caroline ynglŷn â sut y gellir defnyddio ceisiadau i'r rhaglen ysgolion ar gyfer yr unfed ganrif ar hugain fel ymateb i gyllid cynnal a chadw annigonol i gynghorau, a hyd yn oed agendâu eraill, megis starfio darpariaeth chweched dosbarth. Gwelsom rywbeth tebyg i hynny gyda Sant Joseff ym Mhort Talbot - ysgol ffydd a oedd wedi cadw ei chweched dosbarth mewn bwrdeistref lle câi'r holl addysg Saesneg ôl-16 arall ei darparu mewn colegau addysg bellach. Mae cymunedau a'u hanghenion yn newid oherwydd datblygiadau preswyl a'r ymgyrch dros fwy o ysgolion cyfrwng Cymraeg, felly mae angen ysgolion newydd wedi'u lleoli'n strategol, ond mae hynny'n effeithio ar gyllidebau awdurdodau lleol mewn dwy ffordd. Yn gyntaf, ceir temtasiwn i adael i rannau mwy anodd o'r ystâd bydru'n araf, sy'n golygu lleihau costau cynnal a chadw, oherwydd mae ased cyfalaf newydd a ariennir yn rhannol yn swnio fel tipyn o wobr. Ac yna, yn ail, gall 22 awdurdod lleol sy'n ceisio cynllunio ar gyfer eu hôl troed eu hunain, ni waeth beth fo'r ymdrechion i gydweithio, ysgogi ymddygiad andwyol ac atal penderfyniadau mwy strategol ac effeithlon. Rwy'n meddwl yn benodol eto am gwm Afan, lle'r arweiniodd ad-drefnu at greu ysgol gynradd o 400 o ddisgyblion, a hynny heb fod mewn adeilad newydd hyd yn oed. Nid oes amheuaeth y gall adeilad modern sydd wedi'i gynllunio'n dda gynorthwyo dysgu. Mae'n ddigon posibl y bydd dysgu cyfunol yn ystyriaeth ar gyfer cynllunio yn y dyfodol, ond mae'n rhaid i chi allu fforddio'r athrawon hefyd. Bydd yr Aelodau wedi clywed y Ceidwadwyr Cymreig yn galw droeon ar y Llywodraeth i wynebu'r her o ddiwygio cyllid. Gan fynd yn ôl at gynllunio a phwynt (d) ein gwelliant, rwy'n sylweddoli y dylai hygyrchedd fod yn rhan o gynllunio eisoes, ond tybed a yw rhai o'r atria gyda'r nenfydau uchel a welwn yn yr ysgolion newydd hyn mor wych â hynny i blant byddar. Ar bwynt gwahanol, darpariaeth toiledau - faint o feddwl a roddir i breifatrwydd ac urddas a nifer yr unedau, yn enwedig i ferched? 'Na' mawr i doiledau dirywedd fel mater o drefn. Mae lleoliad yn cyfrif lawn cymaint â chynllun. Mae ysgol fawr Bae Baglan yn adeilad gogoneddus, ond bydd David Rees yn cofio'n dda y llwybr cerdded ofnadwy hwnnw i'r ysgol newydd o Gwrt Sart, nad oedd yn unrhyw fath o gymhelliad i deithio llesol. Ac yn olaf, ysgolion cyfrwng Cymraeg - maent yn aml yn cael eu gadael i feddiannu adeiladau llawer uwch eu cost, naill ai adeiladau o droad y ganrif neu rai sy'n syrthio'n ddarnau, fel Ysgol y Ferch o'r Sgêr yng Nghorneli yn fy rhanbarth i. Mae hynny'n ddatgymhelliad i deuluoedd sy'n ystyried addysg cyfrwng Cymraeg ac mae'n haeddu sylw blaenoriaethol yn rhaglen ysgolion yr unfed ganrif ar hugain. Diolch, Lywydd.