English: I thank the Member for those questions. I'll try and answer as many of them as I can. I think the key point is that there is a distinction to be drawn between data for accountability on the one hand and data for assessment and self-improvement on the other. It's really important that we ensure that those two things are kept separate, because they serve very, very different purposes. The reason for moving away from school categorisation was because that actually blurred the boundary between the two in a way that created perverse incentives, effectively, at a school level, in relation to the management of data and the choices made as well in relation to examinations, potentially, in some cases as well. I can assure the Member that it's fundamentally important for our system that there is a clear line of accountability in relation to schools. Principally, the responsibility for accountability at a school level is obviously the governing body, but obviously, externally, to Estyn as the school inspectorate. And as the Member will be aware, from 2024, there will be more frequent inspections as a consequence of Estyn's new programme, which will provide, obviously, more regular information to the system about the performance of schools. As she's also aware from the last point in her question, there is a new approach to inspection, with the removal of summative judgments and the providing of parent-friendly reports, all of which, I think, give better qualitative information in a much more nuanced way for parents. And also, obviously, communicating that in a way that parents might more readily understand is very important, which is why I welcome the work that's been going on in relation to the parent-friendly reports. The experience to date, as I understand it from Estyn, of the removal of the summative judgments is that the discussions at a school level have focused much more on the kinds of things the Member was asking about in her question, which are: how can those schools know where they are on the journey to self-improvement, the implementation of the curriculum, and really focusing on the practical steps in terms of strengths and weaknesses, rather than focusing on the question of the boundary between different summative judgments. So, that is the experience to date. I obviously will be keeping a close eye on that with Estyn. It's obviously very important for the success of our system that that is embedded properly in the approach to accountability. In relation to the national monitoring programme, we will now be in a process of specifying that, testing some of the approaches to that - how frequently? What size cohort? There are all sorts of design questions, if you like, that need to go into that. The Member makes a very important point, I think, and it's one that I've been testing myself with officials, about the range of schools that we have in Wales, and the communities they serve. How do we make sure that the information we get provides a useful set of messages to us? That's a good question. It's an important point of judgment. So, the choice to be made in this context is as follows: either you choose a very granular mechanism that tells you, with much greater specificity, what's happening at a school or local authority level - that comes with choices about the burden on the system, and on individual learners across the system - or you decide that what you're looking for is a way of monitoring the performance of the system overall. And at the moment, we will need that data to know, so that you can hold me to account about the performance of the curriculum in due course. So, that will be the source of information, or a source of information, on which you can draw, and you can test whether the approaches that we are following are delivering on the literacy and numeracy requirements, are delivering on the areas of learning and experience. So, that would provide a base of data on which to found those challenges, which, obviously, we need to do. I don't recognise the point that the Member is making about how uncertainty about qualifications is affecting the transition between years 6 and 7. I don't know how that can be at this stage, if I'm completely honest. As she will know, Qualifications Wales is undertaking a consultation at the moment about the reform of qualifications. Those qualifications will first be taught in 2005, and so the programme that I'm describing today will be ready in time for that cohort. So, it's obviously important that these things happen in a way that is systematic, and that's the intention of what I'm describing today. I hope that captures at least most of the questions that the Member asked.
Welsh: Diolch i'r Aelod am y cwestiynau hynny. Mi wnaf i geisio ateb cymaint ohonyn nhw ag y galla i. Rwy'n credu mai'r pwynt allweddol yw bod gwahaniaeth rhwng data am atebolrwydd ar y naill law a data ar gyfer asesu a hunan-wella ar y llaw arall. Mae'n bwysig iawn ein bod ni'n sicrhau bod y ddau beth hynny'n cael eu cadw ar wahân, oherwydd eu bod yn gwasanaethu dibenion gwahanol iawn, iawn. Y rheswm dros symud i ffwrdd o gategoreiddio ysgolion oedd oherwydd bod hynny mewn gwirionedd yn pylu'r ffin rhwng y ddau mewn ffordd oedd yn creu cymhellion gwrthdro, i bob pwrpas, ar lefel ysgol, mewn perthynas â rheoli data a'r dewisiadau a wnaed yn ogystal ag mewn perthynas ag arholiadau, o bosibl, mewn rhai achosion hefyd. Gallaf sicrhau'r Aelod ei bod yn sylfaenol bwysig i'n system fod llinell atebolrwydd glir mewn perthynas ag ysgolion. Yn bennaf, y corff llywodraethu sy'n gyfrifol am atebolrwydd ar lefel ysgol yn amlwg, ond yn amlwg, yn allanol, i Estyn fel yr arolygiaeth ysgolion. Ac fel y bydd yr Aelod yn ymwybodol, o 2024, bydd arolygiadau amlach o ganlyniad i raglen newydd Estyn, a fydd yn darparu, yn amlwg, wybodaeth fwy rheolaidd i'r system am berfformiad ysgolion. Fel y bydd hi hefyd yn ymwybodol o'r pwynt olaf yn ei chwestiwn, mae dull newydd o arolygu, gan gael gwared ar ddyfarniadau crynodol a darparu adroddiadau addas i rieni, pob un ohonynt, yn fy marn i, yn rhoi gwell gwybodaeth ansoddol mewn ffordd llawer mwy agored i rieni. A hefyd, yn amlwg, mae cyfleu hynny mewn ffordd y gall rhieni ei ddeall yn haws yn bwysig iawn, a dyna pam rwy'n croesawu'r gwaith sydd wedi bod yn digwydd mewn perthynas â'r adroddiadau addas ar gyfer rhieni. Y profiad hyd yma, fel rwy'n ei ddeall gan Estyn, o gael gwared ar y dyfarniadau crynodol yw bod y trafodaethau ar lefel ysgol wedi canolbwyntio llawer yn fwy ar y mathau o bethau roedd yr Aelod yn gofyn amdanyn nhw yn ei chwestiwn hi, sef: sut y gall yr ysgolion hynny wybod ble maen nhw ar y daith i hunan-wella, gweithredu'r cwricwlwm, a chanolbwyntio mewn gwirionedd ar y camau ymarferol o ran cryfderau a gwendidau, yn hytrach na chanolbwyntio ar gwestiwn y ffin rhwng gwahanol ddyfarniadau crynodol. Felly, dyna'r profiad hyd yn hyn. Yn amlwg mi fyddaf yn cadw llygad barcud ar hynny gydag Estyn. Mae'n amlwg yn bwysig iawn ar gyfer llwyddiant ein system bod hynny wedi'i wreiddio'n iawn yn y dull o atebolrwydd. O ran y rhaglen fonitro genedlaethol, byddwn ni nawr mewn proses o nodi hynny, gan brofi rhai o'r dulliau o ymdrin â hynny - pa mor aml? Carfan o ba faint? Mae pob math o gwestiynau dylunio, os mynnwch chi, sydd angen mynd i mewn i hynny. Mae'r Aelod yn gwneud pwynt pwysig iawn, rwy'n credu, ac mae'n un rwyf i wedi bod yn profi fy hun gyda swyddogion, am yr ystod o ysgolion sydd gennym ni yng Nghymru, a'r cymunedau maen nhw'n eu gwasanaethu. Sut ydyn ni'n sicrhau bod yr wybodaeth rydyn ni'n ei chael yn darparu set ddefnyddiol o negeseuon i ni? Mae hynny'n gwestiwn da. Mae'n bwynt pwysig o farnu. Felly, mae'r dewis sydd i'w wneud yn y cyd-destun hwn fel a ganlyn: naill ai rydych chi'n dewis mecanwaith mannwl iawn sy'n dweud wrthych chi, gyda llawer mwy o fanylder, yr hyn sy'n digwydd ar lefel ysgol neu awdurdod lleol - mae hynny'n dod gyda dewisiadau am y baich ar y system, ac ar ddysgwyr unigol ar draws y system - neu rydych chi'n penderfynu mai'r hyn rydych chi'n chwilio amdano yw ffordd o fonitro perfformiad y system yn gyffredinol. A bryd hynny, byddwn ni angen y data hwnnw i wybod, er mwyn i chi fy nal i gyfrif am berfformiad y cwricwlwm maes o law. Felly, dyna fydd y ffynhonnell gwybodaeth, neu ffynhonnell o wybodaeth, y gallwch ei defnyddio, a gallwch brofi p'un a yw'r dulliau yr ydym ni'n eu dilyn yn cyflawni'r gofynion llythrennedd a rhifedd, yn cyflawni'r meysydd dysgu a phrofiad. Felly, byddai hynny'n darparu sylfaen o ddata i seilio'r heriau hynny, y mae'n amlwg angen i ni ei wneud. Dydw i ddim yn cydnabod y pwynt mae'r Aelod yn ei wneud ynglŷn â sut mae ansicrwydd am gymwysterau yn effeithio ar y pontio rhwng blynyddoedd 6 a 7. Dydw i ddim yn gwybod sut all hynny fod ar hyn o bryd, os byddaf yn gwbl onest. Fel y bydd hi'n gwybod, mae Cymwysterau Cymru yn cynnal ymgynghoriad ar hyn o bryd ynglŷn â diwygio cymwysterau. Bydd y cymwysterau hynny'n cael eu haddysgu yn gyntaf yn 2005, ac felly bydd y rhaglen rydw i'n ei disgrifio heddiw yn barod mewn pryd ar gyfer y garfan honno. Felly, mae'n amlwg yn bwysig bod y pethau hyn yn digwydd mewn ffordd sy'n systematig, a dyna fwriad yr hyn rydw i'n ei ddisgrifio heddiw. Gobeithio bod hynny'n cwmpasu'r rhan fwyaf o'r cwestiynau a ofynnodd yr Aelod o leiaf.