English: Thank you very much for that answer, Cabinet Secretary. I think perhaps I should just begin by acknowledging that Estyn does say that they're happy that there's been progress in the primary sector. But I think it would be a betrayal of those young people if they then move on to schools in which the majority of pupils - and I mean the majority - across the age and ability range continue to fail to develop from skills and knowledge well enough, or make enough progress, or struggle to think independently, or feel responsible for their own learning. Obviously, I've taken those quotes from the Estyn report. With half of schools underperforming and a suggestion by Estyn that the gap between well-performing schools and those that are not performing well is likely to widen, I'd be grateful if you could give us a little bit more detail about what you're planning to do, because Donaldson will not be biting in until 2022, that's almost a school generation away, and you cannot sacrifice this current cohort to another period of inadequacy. And I think you'd be the first to say that, if you were sitting on any of the benches other than the front bench in this place. So, firstly, the schools that are in special measures or still in need of significant improvement: I asked you what action you'd taken on these back in September, and you reeled off a list of actions, but admitted that you had not exercised your powers under the School Standards and Organisation (Wales) Act 2013 to intervene with schools. Bearing in mind the results of this report, I'm wondering if you would now be prepared to do that. For some of the students - . In a third of the schools that Estyn investigated, they saw that pupils were disengaged, had little interest in their work, they would disrupt the learning of others, and that some year 12 students had a lack of critical and independent learning skills, meaning that they were struggling with their A-Levels and actually dropping out in year 12. I think there's a significant number of students here who are failing to meet their potential as their independent and critical learning capabilities are not being developed earlier in their education. What worries me about this, Cabinet Secretary, is that those students could be internalising this as their own failure, when actually it's a failure of their education. It's clear that some of these schools need the support that they're not getting at the moment. Now, after consortia, Schools Challenge Cymru and academy Wales, which talks all about leadership, I don't think they've been giving you the results you were hoping for. So, what can you do next to ensure that this year's year 7 pupils progress towards meeting their potential rather than, I don't know, getting static or even slumping? Can you tell us what the updated plans are for your National Academy for Educational Leadership? That's an idea that the Welsh Conservatives were very interested in themselves. And will you share with us the answers to the searching questions that you will undoubtedly be asking the consortia on the back of this Estyn report: why they have not prompted the sea change that we might have expected in those schools, especially as you've been content to give them an extra £5 million in-year as a result of space in the budget. I'm very keen to hear about what happens to our pupils now, not after 2022. Thank you.
Welsh: Diolch yn fawr iawn i chi am yr ateb hwnnw, Ysgrifennydd y Cabinet. Rwy'n credu efallai y dylwn ddechrau drwy gydnabod bod Estyn yn dweud eu bod yn fodlon fod cynnydd wedi bod yn y sector cynradd. Ond rwy'n credu mai bradychu'r bobl ifanc hynny a wneir os ydynt wedyn yn symud ymlaen i ysgolion lle mae'r rhan fwyaf o'r disgyblion - ac rwy'n golygu'r rhan fwyaf - ar draws yr ystod oedran a'r ystod gallu, yn parhau i fethu datblygu sgiliau a gwybodaeth yn ddigon da, neu'n methu gwneud digon o gynnydd, neu'n cael trafferth i feddwl yn annibynnol, neu deimlo'n gyfrifol am eu dysgu eu hunain. Yn amlwg, daw'r dyfyniadau hynny o adroddiad Estyn. Gyda hanner yr ysgolion yn tangyflawni, ac awgrym gan Estyn fod y bwlch rhwng ysgolion sy'n perfformio'n dda a'r rhai nad ydynt yn perfformio'n dda yn debygol o ehangu, buaswn yn ddiolchgar pe gallech roi ychydig mwy o fanylion i ni am yr hyn rydych yn bwriadu ei wneud, oherwydd ni fydd Donaldson yn weithredol tan 2022, sy'n genhedlaeth ysgol i ffwrdd bron, ac ni allwch aberthu'r garfan gyfredol hon i gyfnod arall o annigonolrwydd. Ac rwy'n credu mai chi fyddai'r cyntaf i ddweud hynny, pe baech yn eistedd ar unrhyw fainc arall heblaw am y fainc flaen yn y lle hwn. Felly, yn gyntaf, yr ysgolion sy'n destunau mesurau arbennig neu sydd angen gwelliant sylweddol o hyd: gofynnais i chi pa gamau roeddech wedi'u cymryd mewn perthynas â'r rhain yn ôl ym mis Medi, ac fe restroch chi nifer o gamau gweithredu, ond fe wnaethoch gyfaddef nad oeddech wedi arfer eich pwerau o dan Ddeddf Safonau a Threfniadaeth Ysgolion (Cymru) 2013 i ymyrryd mewn ysgolion. O gofio canlyniadau'r adroddiad hwn, rwy'n meddwl tybed a fyddech yn barod i wneud hynny bellach. I rai o'r disgyblion - . Mewn traean o'r ysgolion a ymchwiliwyd gan Estyn, gwelsant fod disgyblion wedi ymddieithrio, nid oedd ganddynt lawer o ddiddordeb yn eu gwaith, byddent yn tarfu ar ddysgu disgyblion eraill, a bod prinder sgiliau dysgu annibynnol a beirniadol gan rai disgyblion blwyddyn 12, a olygai eu bod yn cael trafferth gyda'u pynciau Safon Uwch ac yn gadael yr ysgol ym mlwyddyn 12 mewn gwirionedd. Credaf fod nifer sylweddol o ddisgyblion yn methu cyflawni eu potensial gan nad yw eu galluoedd dysgu annibynnol a beirniadol yn cael eu datblygu'n gynharach yn eu haddysg. Ysgrifennydd y Cabinet, mae'n fy mhoeni y gallai'r disgyblion hyn fod yn ystyried mai methiant ar eu rhan hwy yw hyn, er mai methiant eu haddysg ydyw mewn gwirionedd. Mae'n amlwg fod rhai o'r ysgolion hyn angen y cymorth nad ydynt yn ei gael ar hyn o bryd. Nawr, ar ôl consortia, Her Ysgolion Cymru ac academi Cymru, sy'n siarad llawer am arweinyddiaeth, nid wyf yn credu eu bod wedi bod yn rhoi'r canlyniadau roeddech wedi gobeithio amdanynt. Felly, beth allwch chi ei wneud nesaf i sicrhau bod disgyblion blwyddyn 7 eleni yn camu ymlaen tuag at gyrraedd eu potensial yn hytrach na, wn i ddim, aros yn yr unfan neu fynd tuag yn ôl hyd yn oed? A allwch ddweud wrthym beth yw'r cynlluniau a ddiweddarwyd ar gyfer eich Academi Genedlaethol Arweinyddiaeth Addysgol? Roedd gan y Ceidwadwyr Cymreig ddiddordeb mawr yn y syniad hwnnw eu hunain. Ac a wnewch chi rannu gyda ni yr atebion i'r cwestiynau miniog y byddwch yn siŵr o'u gofyn i'r consortia ar sail yr adroddiad hwn gan Estyn: pam nad ydynt wedi sbarduno'r newid mawr y gallem fod wedi'i ddisgwyl yn yr ysgolion hynny, yn enwedig gan eich bod wedi cytuno i roi £5 miliwn ychwanegol iddynt ar ganol blwyddyn o ganlyniad i le yn y gyllideb. Rwy'n awyddus iawn i glywed beth fydd yn digwydd i'n disgyblion yn awr, nid ar ôl 2022. Diolch.