techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you for that answer, Cabinet Secretary. I'm pleased with some of those developments, but, of course, it's not just the quality of teaching and the variability of it that the chief inspector found problems with. He also found problems in our pupil referral units. He said that the provision in pupil referral units remains particularly poor, and, of course, you and I both know that many of those individuals in pupil referral units are vulnerable learners. What specific action are you taking to raise those standards in pupil referral units?
Welsh: Diolch i chi am eich ateb, Ysgrifennydd y Cabinet. Rwy'n hapus gyda rhai o'r datblygiadau hynny, ond wrth gwrs, canfu'r prif arolygydd broblemau gyda mwy nag ansawdd yr addysgu a'i amrywioldeb. Canfu broblemau hefyd yn ein hunedau cyfeirio disgyblion. Dywedodd fod y ddarpariaeth mewn unedau cyfeirio disgyblion yn parhau i fod yn arbennig o wael, ac wrth gwrs, rydych chi a minnau'n gwybod bod llawer o'r unigolion mewn unedau cyfeirio disgyblion yn ddysgwyr sy'n agored i niwed. Pa gamau penodol sydd ar waith gennych i godi'r safonau mewn unedau cyfeirio disgyblion?
English: Thank you, Darren. It's not just pupils who attend pupil referral units we have to be concerned about, it's all children who receive their education other than at school. You will know that Ann Keane is chairing a group that is looking at EOTAS provision to ensure that we will see the improvements that we need in EOTAS, whether that's in a PRU or in another particular setting, and we are working very closely with Ann to implement changes that she feels are necessary. I am currently considering looking at the use of pupil deprivation grants with regard to pupils in PRU or EOTAS, looking at options, whether we can target additional resources to the education of those children, as well as ensuring that there is quality provision and outcome and that children do not have their life chances and their educational chances narrowed by being outside of mainstream school, because there is evidence to suggest that pupils who could go on to achieve a wide range of qualifications are not having that opportunity because the curriculum is narrowed so much for them if they find themselves outside the mainstream classroom.
Welsh: Diolch i chi, Darren. Nid y disgyblion sy'n mynychu'r unedau cyfeirio disgyblion yn unig sy'n rhaid i ni boeni yn eu cylch, ond yr holl blant sy'n derbyn eu haddysg heblaw yn yr ysgol. Fe fyddwch yn gwybod bod Ann Keane yn cadeirio grŵp sy'n edrych ar y ddarpariaeth i rai sy'n derbyn addysg heblaw yn yr ysgol i sicrhau y byddwn yn gweld y gwelliannau sydd eu hangen arnom i rai sy'n derbyn addysg heblaw yn yr ysgol, boed hynny mewn uned cyfeirio disgyblion neu mewn lleoliad penodol arall, ac rydym yn gweithio'n agos iawn gydag Ann i weithredu'r newidiadau y mae hi'n teimlo eu bod yn angenrheidiol. Ar hyn o bryd rwy'n ystyried edrych ar y defnydd o grantiau amddifadedd disgyblion mewn perthynas â disgyblion mewn unedau cyfeirio disgyblion neu ddisgyblion sy'n derbyn addysg heblaw yn yr ysgol, gan edrych ar opsiynau, a allwn dargedu adnoddau ychwanegol ar gyfer addysg y plant hynny, yn ogystal â sicrhau bod darpariaeth a chanlyniadau o ansawdd ac na chyfyngir ar gyfleoedd bywyd a chyfleoedd addysgol plant drwy eu bod y tu allan i ysgol brif ffrwd, gan fod yna dystiolaeth sy'n awgrymu nad yw disgyblion a allai fynd ymlaen i gyflawni ystod eang o gymwysterau yn cael y cyfle hwnnw oherwydd bod y cwricwlwm wedi'i gyfyngu cymaint ar eu cyfer os ydynt y tu allan i'r ystafell ddosbarth brif ffrwd.
English: It's not just those in pupil referral units outside mainstream schools; we've got problems in our mainstream schools as well. Again, the chief inspector's findings correlated very well with the Programme for International Student Assessment findings, which demonstrated that those children who are more able and talented - those high-flying kids - are not achieving their potential in our mainstream schools, and are probably not getting sufficient access to the support that they need to develop that potential. What action are you taking to support those pupils who are not receiving the attention that they deserve at the moment, in particular those high-flying kids?
Welsh: Mae'n ymwneud â mwy na'r rhai sydd mewn unedau cyfeirio disgyblion y tu allan i ysgolion prif ffrwd; mae gennym broblemau yn ein hysgolion prif ffrwd yn ogystal. Unwaith eto, roedd canfyddiadau'r prif arolygydd yn cyd-fynd yn agos iawn â chanfyddiadau'r Rhaglen Ryngwladol Asesu Myfyrwyr, a oedd yn dangos nad yw plant sy'n fwy abl a thalentog - y plant mwy dawnus hynny - yn cyrraedd eu potensial yn ein hysgolion prif ffrwd, ac mae'n debyg nad ydynt yn cael digon o'r gefnogaeth sydd ei hangen arnynt i ddatblygu'r potensial hwnnw. Pa gamau a roddir ar waith gennych i gefnogi'r disgyblion nad ydynt yn cael y sylw y maent yn ei haeddu ar hyn o bryd, yn enwedig y plant dawnus hynny?
English: Thank you, Darren. You're quite right; PISA and Estyn raised concerns about what we're doing for our more able and talented children. We need to ensure that our teachers are equipped with the ability to differentiate within the classroom so that they are able to provide lessons in a way that stretches our more able and talented. Working closely with my colleague, the Minister for Lifelong Learning and Welsh Language, we are supporting the Seren network. Only this morning, on a visit to Merthyr College, I met a number of young people from Merthyr who were studying A-levels at the college who were part of that Seren programme, who have ambitions to go and study veterinary science and medicine later on in life and are receiving the additional support that they need to make those things happen for them. We have also refined our accountability and our performance measures for schools. One of the unintended consequences of a heavy focus on level 2+ inclusive has been to concentrate on those pupils and, quite rightly, to move them from a D to a C grade, but that has had consequences for our A* and our A and our B performance. We have changed that. We now use capped point scores as well as level 2+, so that schools have to concentrate on ensuring that each individual pupil reaches their full potential.
Welsh: Diolch i chi, Darren. Rydych yn hollol iawn; nododd y Rhaglen Ryngwladol Asesu Myfyrwyr ac Estyn bryderon ynglŷn â'r hyn a wnawn dros ein plant mwy abl a thalentog. Mae angen i ni sicrhau bod ein hathrawon yn meddu ar y gallu i wahaniaethu yn yr ystafell ddosbarth fel eu bod yn gallu darparu gwersi mewn modd sy'n ymestyn ein disgyblion mwy abl a thalentog. Gan weithio'n agos gyda fy nghyd-Aelod, Gweinidog y Gymraeg a Dysgu Gydol Oes, rydym yn cefnogi rhwydwaith Seren. Y bore yma, ar ymweliad â Choleg Merthyr Tudful, cyfarfûm â nifer o bobl ifanc o Ferthyr Tudful a oedd yn astudio at Safon Uwch yn y coleg ac a oedd yn rhan o raglen Seren, pobl ifanc sydd ag uchelgais i fynd i astudio gwyddoniaeth filfeddygol neu feddygaeth yn nes ymlaen yn eu bywydau ac sy'n cael y cymorth ychwanegol sydd ei angen arnynt i wneud i'r pethau hynny ddigwydd. Rydym hefyd wedi mireinio ein hatebolrwydd a'n mesurau perfformiad ar gyfer ysgolion. Un o ganlyniadau anfwriadol ffocws trwm ar drothwy cynwysedig lefel 2+ oedd canolbwyntio ar y disgyblion hynny a'u codi, yn ddigon teg, o radd D i radd C, ond mae hynny wedi arwain at ganlyniadau i'n perfformiad A* ac A a B. Rydym wedi newid hynny. Rydym bellach yn defnyddio sgoriau pwyntiau wedi'u capio yn ogystal â lefel 2+, fel bod rhaid i ysgolion ganolbwyntio ar sicrhau bod pob disgybl unigol yn cyrraedd eu potensial llawn.
English: Thank you, Presiding Officer. Cabinet Secretary, you recently published the categorisation of schools in Wales. Classification of the schools will only be of use if that information is used promptly and effectively to help schools improve; otherwise, children will continue to languish in schools that are not performing to standard. Are you prepared to give a personal assurance to the Assembly and to parents of children in schools that are in need of support, in particular those in the red category, that you will take personal responsibility for supporting and assisting those schools to green status?
Welsh: Diolch i chi, Lywydd. Ysgrifennydd y Cabinet, cyhoeddwyd categorïau ysgolion Cymru gennych yn ddiweddar. Ni fydd categoreiddio'r ysgolion o ddefnydd oni bai bod y wybodaeth yn cael ei defnyddio'n brydlon ac yn effeithiol er mwyn helpu ysgolion i wella; fel arall, bydd plant yn parhau i ddihoeni mewn ysgolion nad ydynt yn perfformio cystal â'r safon. A ydych yn barod i roi sicrwydd personol i'r Cynulliad ac i rieni plant mewn ysgolion sydd angen cymorth, yn enwedig y rhai yn y categori coch, y byddwch yn cymryd cyfrifoldeb personol am gefnogi a chynorthwyo'r ysgolion hynny i godi i statws gwyrdd?
English: Thank you for that question. The good news from the publication of the schools categorisation data last week shows that the number of schools moving out of red categorisation is improving. We have fewer schools in a red categorisation than we have ever had, and that is down to the hard work and commitment of headteachers, individual classroom teachers, and governing bodies who support those schools, as well as our regional improvement services. For each school that has had a red categorisation, I have asked the regional consortia to provide me with a written plan as to what they will do to support that school. The primary purpose of our schools categorisation process is to identify schools that need the most support, and I will be personally receiving a plan for each school that has a red categorisation.
Welsh: Diolch am y cwestiwn hwnnw. Mae'r newyddion da yn sgil cyhoeddi'r data categoreiddio ysgolion yr wythnos diwethaf yn dangos bod nifer yr ysgolion sy'n symud allan o'r categori coch yn gwella. Mae gennym lai o ysgolion yn y categori coch nag erioed o'r blaen, a deillia hynny o waith caled ac ymroddiad penaethiaid, athrawon dosbarth unigol, a chyrff llywodraethu sy'n cefnogi'r ysgolion hyn, yn ogystal â'n gwasanaethau gwella rhanbarthol. Ar gyfer pob ysgol a gafodd ei gosod yn y categori coch, rwyf wedi gofyn i'r consortia rhanbarthol roi cynllun ysgrifenedig i mi ynglŷn â'r hyn y byddant yn ei wneud i gynorthwyo'r ysgol honno. Prif ddiben ein proses o gategoreiddio ysgolion yw nodi pa ysgolion sydd angen fwyaf o gymorth, a bydd cynllun yn cael ei gyflwyno i mi'n bersonol gogyfer â phob ysgol a osodwyd yn y categori coch.
English: Thank you for that. As far as the red, amber, and green classifications are concerned, can the Cabinet Secretary tell us how many children live in catchment areas where both primary and secondary schools are deemed as either amber or red? I'm sure the Cabinet Secretary agrees with me that subjecting a child to a school that requires improvement is unacceptable and it would be a national disgrace if we were to sentence a child to failing schools throughout their educational life, so it's vital we know the scale of any situation where both levels of schools need improvement.
Welsh: Diolch i chi am hynny. O ran y categorïau coch, oren a gwyrdd, a all Ysgrifennydd y Cabinet ddweud wrthym faint o blant sy'n byw mewn dalgylchoedd lle y bernir bod yr ysgolion cynradd ac uwchradd naill ai yn y categori oren neu'r categori coch? Rwy'n siŵr fod Ysgrifennydd y Cabinet yn cytuno â mi fod gorfodi plentyn i fynd i ysgol sydd angen ei gwella yn annerbyniol a buasai'n warth cenedlaethol pe baem yn dedfrydu plentyn i ysgolion sy'n methu drwy gydol eu bywyd addysgol, felly mae'n hanfodol ein bod yn gwybod am unrhyw sefyllfa lle y mae angen gwella'r ysgolion ar y ddwy lefel.
English: I do not have the data to hand, but I'm happy to supply those data to the Member. As I have said in answer to a question to Darren Millar, I expect all our schools, wherever a child happens to be, to be excellent schools. The data from the schools categorisation process show that the number of schools entering into a yellow or green category is improving. There are more Welsh children going to more green schools than there have been since this system started, and I will not rest until we see progress in all of our schools. This system allows all schools to be green, should their performance be of that standard, and I'm sure that the headteachers in all of our schools would want to aspire to that for their children.
Welsh: Nid oes gennyf y data wrth law, ond rwy'n hapus i ddarparu'r data hwnnw i'r Aelod. Fel y dywedais wrth ateb cwestiwn Darren Millar, rwy'n disgwyl i'n holl ysgolion fod yn ysgolion rhagorol lle bynnag y mae plentyn yn digwydd bod. Mae'r data o'r broses o gategoreiddio ysgolion yn dangos bod nifer yr ysgolion sy'n mynd i gategori melyn neu wyrdd yn gwella. Mae mwy o blant Cymru yn mynd i fwy o ysgolion gwyrdd nag ers i'r system hon ddechrau, ac ni fyddaf yn gorffwys nes ein bod yn gweld cynnydd ym mhob un o'n hysgolion. Mae'r system hon yn caniatáu i bob ysgol fod yn wyrdd os yw eu perfformiad yn cyrraedd y safon honno, ac rwy'n siŵr y buasai'r penaethiaid ym mhob un o'n hysgolion yn awyddus i anelu at hynny er mwyn eu plant.
English: Okay. Thank you. Having asked about the scale of the problem, it's, of course, wrong to treat anyone, especially children, as statistics. So, I'd like to hear some reassurance from the Cabinet Secretary that any school requiring help will be treated equally compared with other schools needing help, regardless of the size of the school.
Welsh: Iawn. Diolch. Ar ôl gofyn am faint y broblem, mae'n anghywir i drin unrhyw un, wrth gwrs, yn enwedig plant, fel ystadegau. Felly, hoffwn glywed peth sicrwydd gan Ysgrifennydd y Cabinet y bydd unrhyw ysgol sydd angen cymorth yn cael ei thrin yn gyfartal o gymharu ag ysgolion eraill sydd angen help, waeth beth yw maint yr ysgol.
English: The categorisation is an indication of how much level of support a school can expect to receive, and that will be regardless of the size of the school. My expectation is that the regional consortia, our school improvement service, work closely with the headteacher and the governing body of said school to ensure that there's a package of support that is relevant. But the size of the school will be immaterial to the level of support that that school will get.
Welsh: Mae categoreiddio yn arwydd o'r lefel o gymorth y gall ysgol ddisgwyl ei gael, a bydd hynny'n wir waeth beth yw maint yr ysgol. Rwy'n disgwyl i'r consortia rhanbarthol, ein gwasanaeth gwella ysgolion, weithio'n agos gyda'r pennaeth a chorff llywodraethu'r cyfryw ysgol i sicrhau bod yna becyn o gymorth sy'n berthnasol. Ond bydd maint yr ysgol yn amherthnasol i lefel y cymorth y bydd yr ysgol honno'n ei gael.
English: Thank you, Mike. Band A of the twenty-first century schools and education programme will see an investment of over £51 million in schools in Swansea over the five-year period ending 2019. Of this, over £34 million will have been spent in the Swansea East constituency.
Welsh: Diolch i chi, Mike. Buddsoddir dros £51 miliwn ym mand A y rhaglen addysg ac ysgolion yr 21ain ganrif mewn ysgolion yn Abertawe dros y cyfnod o bum mlynedd sy'n dod i ben yn 2019. O'r swm hwn, bydd dros £34 miliwn wedi cael ei wario yn etholaeth Dwyrain Abertawe.
English: Firstly, can I thank the Cabinet Secretary for both her answer and visiting the newly built Burlais school, especially as Burlais school replaced two schools that needed replacing, with very serious problems with their buildings - they had internal running water every time it rained. I've also invited the Cabinet Secretary to visit Blaenymaes school, which is on the council's rebuilding programme. Can the Cabinet Secretary confirm that the twenty-first century schools programme will continue?
Welsh: Yn gyntaf, hoffwn ddiolch i Ysgrifennydd y Cabinet am ei hateb ac am ymweld ag ysgol Burlais sydd newydd ei hadeiladu, yn enwedig gan fod ysgol Burlais wedi'i hadeiladu yn lle dwy ysgol yr oedd angen eu hadnewyddu yn sgil problemau difrifol iawn gyda'u hadeiladau - roedd ganddynt ddŵr yn rhedeg y tu mewn i'r ysgol bob tro y byddai'n bwrw glaw. Rwyf hefyd wedi gwahodd Ysgrifennydd y Cabinet i ymweld ag ysgol Blaenymaes, sydd ar raglen ailadeiladu'r cyngor. A all Ysgrifennydd y Cabinet gadarnhau y bydd y rhaglen ysgolion 21ain ganrif yn parhau?
English: Well, Mike, I was very pleased to see the new Burlais school and the difference that that building is making to the education of children in the area. I am also very pleased to receive an invitation to visit Blaenymaes school. My late grandma, Mary Hall, was the senior cook at Blaenymaes school for very many years. She peeled a lot of spuds for those kids in her time. So, the opportunity to visit Blaenymaes is one I very much welcome indeed. I'm also pleased to confirm that work is currently being undertaken to develop band B of the twenty-first century schools and education programme, and the next wave of this investment is scheduled to begin in 2019 and run over the five-year period until 2024.
Welsh: Wel, Mike, roeddwn yn falch iawn o weld ysgol newydd Burlais a'r gwahaniaeth y mae'r adeilad yn ei wneud i addysg plant yn yr ardal. Rwyf hefyd yn falch iawn o dderbyn gwahoddiad i ymweld ag ysgol Blaenymaes. Fy niweddar nain, Mary Hall, oedd yr uwch gogydd yn Ysgol Blaenymaes am flynyddoedd lawer. Fe bliciodd lawer o datws ar gyfer y plant yn ei hamser. Felly, mae'r cyfle i ymweld â Blaenymaes yn un rwy'n ei groesawu'n fawr iawn. Rwy'n falch o gadarnhau hefyd fod gwaith ar y gweill ar hyn o bryd i ddatblygu band B y rhaglen addysg ac ysgolion yr 21ain ganrif, ac mae ton nesaf y buddsoddiad hwn i fod i ddechrau yn 2019 a rhedeg dros y cyfnod o bum mlynedd nes 2024.
English: You mentioned the forward look plan there, but, according to officials, Swansea council's admittedly rather controversial local development plan is likely to be delayed now, and part of the twenty-first century schools programme aims to address the issue of capacity, of course, in schools that are both overcrowded and those that have surplus places. If the local development plan is delayed, what impact do you think this might have on the planning for those school locations and capacities in Swansea? It's a local authority, who, to me, seems still to be trying to get its head around Welsh language medium provision, let alone anything else, and that's despite being able to use the LDP as an opportunity for promoting Welsh-medium education as well as a threat. Thank you.
Welsh: Fe sonioch am y blaengynllun yno, ond yn ôl swyddogion, mae cynllun datblygu lleol cyngor Abertawe, sydd braidd yn ddadleuol, rhaid cyfaddef, yn debygol o gael ei ohirio yn awr, ac mae rhan o raglen ysgolion yr 21ain ganrif yn anelu i fynd i'r afael â chapasiti, wrth gwrs, mewn ysgolion sy'n orlawn a'r rhai sydd â lleoedd gwag. Os caiff y cynllun datblygu lleol ei ohirio, pa effaith y credwch y gallai hyn ei chael ar y cynlluniau ar gyfer y safleoedd a chapasiti ysgolion yn Abertawe? Mae'n ymddangos i mi ei fod yn awdurdod lleol sy'n dal i geisio deall y ddarpariaeth cyfrwng Cymraeg, heb sôn am unrhyw beth arall, a hynny er y gallant ddefnyddio'r cynllun datblygu lleol fel cyfle i hyrwyddo addysg cyfrwng Cymraeg yn ogystal â fel bygythiad. Diolch.
English: Well, it's disappointing that the local development plan will be delayed, because one of the core principles of the twenty-first century schools programme is to ensure that we have the right number of school places in the right place. Often, the proposals to develop a particular conurbation or town or village are instrumental in the process of approving a twenty-first century school's grant, which might have capacity bigger than is currently needed, because we know that housing is to come on stream. My officials will continue to work very closely with Swansea council to ensure that delays in their planning department will not affect our ability to do what I want to do and, I'm sure, what the Member wants to do, which is see continued investment in the Swansea schools.
Welsh: Wel, mae'n siomedig y bydd oedi ar y cynllun datblygu lleol, gan mai un o egwyddorion craidd y rhaglen ysgolion yr 21ain ganrif yw sicrhau bod gennym y nifer cywir o leoedd ysgol yn y lle iawn. Yn aml, mae'r cynigion i ddatblygu cytref neu dref neu bentref penodol yn allweddol yn y broses o gymeradwyo grant i ysgol 21ain ganrif, a allai fod â chapasiti mwy nag sydd ei angen ar hyn o bryd, oherwydd ein bod yn gwybod bod tai'n mynd i gael eu hadeiladu. Bydd fy swyddogion yn parhau i weithio'n agos iawn gyda chyngor Abertawe i sicrhau na fydd oedi yn eu hadran gynllunio yn effeithio ar ein gallu i wneud yr hyn yr wyf am ei wneud, a'r hyn y mae'r Aelod am ei wneud, rwy'n siŵr, sef gweld buddsoddiad parhaus yn ysgolion Abertawe.
English: Following on the same theme, really, what discussions have you specifically had with the City and County of Swansea to try and ensure that the current education planning requirements are not unreasonably delayed or vague as a result of these delays in the local development plan?
Welsh: Yn dilyn yr un thema mewn gwirionedd, pa drafodaethau penodol a gawsoch gyda Dinas a Sir Abertawe i geisio sicrhau nad yw'r gofynion cynllunio addysg cyfredol yn cael eu gohirio'n afresymol neu'n amwys o ganlyniad i'r oedi hwn yn y cynllun datblygu lleol?
English: Well, as I've said, Dai, officials continue to speak regularly with Swansea city council. We want to ensure that the proposals that are currently in band A of the programme are delivered upon, and we want to ensure best value for the Welsh Government's money when band B comes into operation. We do this in a partnership approach, so, therefore, we need a clear understanding of the aspiration Swansea council has, and we would not expect any delays, as I said, in the planning department to impact upon our ability to invest in the school capacity that Swansea needs, regardless of whether that capacity is in the Welsh or the English medium.
Welsh: Wel, fel y dywedais, Dai, mae swyddogion yn parhau i siarad yn rheolaidd gyda chyngor dinas Abertawe. Rydym am sicrhau bod y cynigion sydd ar hyn o bryd ym mand A y rhaglen yn cael eu cyflawni, ac rydym am sicrhau gwerth gorau am arian Llywodraeth Cymru pan ddaw band B yn weithredol. Rydym yn gwneud hyn mewn dull partneriaeth, felly mae angen dealltwriaeth glir o'r hyn y mae cyngor Abertawe yn awyddus i'w wneud, ac fel y dywedais, ni fuasem yn disgwyl i unrhyw oedi yn yr adran gynllunio effeithio ar ein gallu i fuddsoddi yn y capasiti ysgolion sydd ei angen ar Abertawe, ni waeth a yw'r capasiti hwnnw'n gyfrwng Cymraeg neu Saesneg.
English: Cabinet Secretary, the majority of Welsh-medium primary schools in Swansea have pupil-to-teacher ratios greater than 25, and all bar one are in the yellow and amber support categories. This, coupled with recent news highlighting the difficulty in recruiting Welsh-medium teachers, and news about the severe delays in rolling out the curriculum, is a concern. Cabinet Secretary, what will you be doing to reassure parents within my region about the future of their children's education in Welsh-medium primary schools? Thank you.
Welsh: Ysgrifennydd y Cabinet, mae gan y rhan fwyaf o'r ysgolion cynradd cyfrwng Cymraeg yn Abertawe gymarebau disgybl/athro sy'n uwch na 25, ac mae pob un ond un yn y categorïau cymorth melyn ac oren. Mae hyn, ynghyd â newyddion diweddar yn tynnu sylw at yr anhawster i recriwtio athrawon cyfrwng Cymraeg, a newyddion am yr oedi difrifol o ran cyflwyno'r cwricwlwm, yn destun pryder. Ysgrifennydd y Cabinet, beth a wnewch i roi sicrwydd i rieni yn fy rhanbarth ynglŷn â dyfodol addysg eu plant mewn ysgolion cynradd cyfrwng Cymraeg? Diolch.