English: Thank you, Siân, for your question there. I think that the annual report recognises that everybody who works in the world of education has responded particularly well during a very challenging time. The report also recognises the flexible and creative way that school leaders, teachers and so on had responded and had refined the provision during the periods of closure. After the first lockdown, providers had learnt a great deal from their experiences at that time, they'd received feedback from pupils, from parents and from staff, and had continued to adapt the provision. So, by the firebreak in the autumn term and the second lockdown period in the spring of 2021, the systems and structures were far more developed. During the autumn term as well, a number of schools had had to respond to entire years having to self-isolate, following the most recent guidance, so that was also an opportunity for them to refine their arrangements. So, when the second lockdown came in the spring, the systems were more structured. The guidance from the Welsh Government had also been a support for schools and for parents too, ensuring that they are aware of what was expected from schools. As the report recognises, over time, teachers have been flexible. They have responded, their confidence in using techniques involving IT has also developed, and their pupils have benefited from that experience, but there was still an element of a lack of consistency in the provision, and there were a number for this - for example, staff absences in some settings, the support available to pupils in the home, and also access to Wi-Fi and equipment as well.
Welsh: Diolch, Siân, am eich cwestiwn fan yna. Dwi'n credu bod yr adroddiad blynyddol yn cydnabod bod pawb sy'n gweithio ym myd addysg wedi ymateb yn arbennig yn ystod cyfnod hynod o heriol. Mae'r adroddiad hefyd yn cydnabod y modd hyblyg a chreadigol roedd arweinwyr, athrawon ac yn y blaen wedi ymateb a mireinio'r ddarpariaeth yn ystod y cyfnod. Yn amlwg, ar ôl y cyfnod clo cyntaf, roedd darparwyr wedi dysgu tipyn o'r profiadau, wedi canfod tipyn o adborth gan ddisgyblion, gan rieni, gan staff, ac wedi parhau i addasu. Felly, erbyn y firebreak yn nhymor yr hydref a'r ail gyfnod clo yng ngwanwyn 2021, roedd y systemau a'r strwythurau yn llawer mwy datblygiedig. Yn ystod tymor yr hydref hefyd, roedd nifer o ysgolion wedi gorfod ymateb i flynyddoedd cyfan yn gorfod hunanynysu, yn dilyn yr arweiniad mwyaf diweddar, felly roedd hwnna hefyd wedi bod yn gyfle iddyn nhw fireinio'u trefniadau, ac felly pan ddaeth yr ail gyfnod clo yn y gwanwyn, mi oedd y systemau yn fwy strwythuredig. Roedd yr arweiniad gan Lywodraeth Cymru hefyd wedi bod yn gymorth i ysgolion, ac i rieni hefyd, gan sicrhau eu bod nhw'n ymwybodol beth oedd yn ddisgwyliedig gan ysgolion. Fel mae'r adroddiad yn cydnabod, dros amser, mae athrawon wedi bod yn hyblyg. Maen nhw wedi ymateb, mae eu hyder mewn technegau technoleg gwybodaeth yn amlwg wedi datblygu, ac mae disgyblion wedi elwa o'r profiad, ond mi oedd yna ddal rhywfaint o anghysondeb yn y ddarpariaeth, a nifer o resymau am hyn - er enghraifft, absenoldeb staff, y gefnogaeth oedd ar gael i ddisgyblion yn y cartref, a hefyd mynediad i Wi-Fi ac offer hefyd.