English: One of the options that we are actively considering is indeed a national charter for the delivery of services and resources to deaf children, young people and their families. We envisage that that charter, between the Welsh Government, local authorities and other partners, would help us understand current provision. It would also reflect the good practice guidance and standards being developed on deafness and hearing loss to support the implementation of our social services and well-being Act. Critically, it would also help us to address the current shortage of interpreters and tutors. To further assist local authorities in planning their workforce and identifying training needs, we have published data, which we commissioned from the Data Unit Wales, providing information on the local authority-based specialist workforce. Local authorities are indeed responsible for ensuring that BSL is available to children who have been identified as requiring it. However, the new curriculum, which we are rolling out from April, will allow schools to develop curricula that meet the needs and reflect the interests of their pupils. The area of learning and experience for languages, literacy and communication, which is in development, will encompass a wide range of languages, including British Sign Language, which I have never described as a 'foreign language'. We also have the benefit of the Additional Learning Needs and Education Tribunal (Wales) Act, which was enacted last year. This will deliver improvements for children with additional learning needs, including those with a hearing impairment. The Act has fairness and equity at its core, and aims to ensure that all learners are supported to reach their full potential, whatever that potential is. The Act is expected to come into force from September 2020, and the phased implementation period will last until 2023. Until then, local authorities must ensure that they continue to comply with the duties placed upon them by the Education Act 1996, and the special educational needs code of practice for Wales. Alongside legislation, I'm also working to raise the attainment levels of learners with additional needs. Needs should be identified early and addressed quickly so that everyone has the chance, as I said, to reach their potential. I want every pupil to be able to enjoy their education, to be ambitious and to succeed in whatever they choose to do, which is why we have developed a transformation programme along with the ALN Act, because nothing short of transformation is going to be acceptable. I have committed £20 million to this over the course of the Assembly to provide support, advice and challenge to local authorities, schools and early years settings and FE institutions as they prepare for the implementation of the ALN reforms. A substantial amount of the £20 million funding will be directed towards workforce development. In line with our national mission for education, I have allocated £289,000 over three years to support professional training of the local authority-based sensory workforce. This funding includes training in BSL at various levels, and postgraduate training for teachers of the deaf. We're also developing a national approach to career-long professional learning - an approach that builds capacity for all practitioners, including teaching support staff, classroom teachers and school leaders. Last autumn, we consulted on draft professional standards for assisting teaching, which we expect to be ready from September this year. Career-long professional learning is one of the five dimensions of these standards, and is relevant to meeting the needs of all learners. The importance of this is referenced in the overarching values and dispositions that accompany the standards. We have ensured that headteachers' responsibilities to facilitate this is contained in their formal leadership standards. Our priorities of raising standards, reducing the attainment gap for all students and instilling public confidence in our education system are at the heart of our vision and actions for education in Wales. Every single reform that we're working on together is driven by those three priorities, and delivering on them will ensure that all of our learners and all of our teachers are supported to be the best that they can be. I'm very happy, Presiding Officer, to provide updates to the Assembly once the commissioned report is available. Can I just finish by saying that I'm very happy to support British Sign Language? [ Signs in BSL.]
Welsh: Mae siarter genedlaethol ar gyfer darparu gwasanaethau ac adnoddau i blant a phobl ifanc byddar a'u teuluoedd yn un o'r opsiynau rydym yn eu hystyried. Rydym yn rhagweld y byddai'r siarter honno, rhwng Llywodraeth Cymru, awdurdodau lleol a phartneriaid eraill, yn ein helpu i ddeall y ddarpariaeth bresennol. Byddai hefyd yn adlewyrchu'r canllawiau arferion da a'r safonau sy'n cael eu datblygu ar fyddardod a cholli clyw i gefnogi'r gwaith o weithredu ein Deddf gwasanaethau cymdeithasol a llesiant. Yn hollbwysig, byddai hefyd yn ein helpu ni i fynd i'r afael â'r prinder dehonglwyr a thiwtoriaid ar hyn o bryd. Er mwyn cynorthwyo awdurdodau lleol ymhellach i gynllunio eu gweithlu a nodi anghenion hyfforddi, rydym wedi cyhoeddi data, a gomisiynwyd gennym oddi wrth Uned Ddata Cymru, i ddarparu gwybodaeth am weithlu arbenigol awdurdodau lleol. Yn sicr, mae awdurdodau lleol yn gyfrifol am sicrhau bod BSL ar gael i blant y nodwyd eu bod ei hangen. Fodd bynnag, bydd y cwricwlwm newydd, y byddwn yn ei gyflwyno o fis Ebrill ymlaen, yn caniatáu i ysgolion ddatblygu cwricwla sy'n ateb anghenion ac yn adlewyrchu diddordebau eu disgyblion. Bydd maes dysgu a phrofiad ieithoedd, llythrennedd a chyfathrebu, sy'n cael ei ddatblygu ar hyn o bryd, yn cwmpasu ystod eang o ieithoedd, gan gynnwys Iaith Arwyddion Prydain, iaith nad wyf erioed wedi'i disgrifio fel 'iaith dramor'. Mae Deddf Anghenion Dysgu Ychwanegol a'r Tribiwnlys Addysg (Cymru), a gyflwynwyd y llynedd, yn rhoi mantais i ni hefyd. Bydd yn sicrhau gwelliannau i blant ag anghenion dysgu ychwanegol, gan gynnwys y rhai â nam ar y clyw. Mae tegwch a chydraddoldeb yn greiddiol i'r Ddeddf, ac mae'n anelu i sicrhau bod pob dysgwr yn cael ei gynorthwyo i gyrraedd ei botensial llawn, beth bynnag yw'r potensial hwnnw. Disgwylir y bydd y Ddeddf yn dod i rym ym mis Medi 2020, a bydd y cyfnod cyflwyno fesul cam yn para tan 2023. Tan hynny, mae'n rhaid i awdurdodau lleol sicrhau eu bod yn parhau i gydymffurfio â'r dyletswyddau a osodwyd arnynt gan Ddeddf Addysg 1996, a'r cod ymarfer anghenion addysgol arbennig ar gyfer Cymru. Ochr yn ochr â'r ddeddfwriaeth, rwyf hefyd yn gweithio i godi lefelau cyrhaeddiad dysgwyr ag anghenion ychwanegol. Dylid nodi anghenion yn gynnar a dylid mynd i'r afael â hwy yn gyflym fel bod pawb yn cael cyfle, fel y dywedais, i gyrraedd eu potensial. Rwyf eisiau i bob disgybl allu mwynhau eu haddysg, i fod yn uchelgeisiol ac i lwyddo beth bynnag y maent yn dewis ei wneud, a dyna pam rydym wedi datblygu rhaglen drawsnewid ynghyd â'r Ddeddf ADY, oherwydd ni fydd unrhyw beth yn llai na thrawsnewidiol yn dderbyniol. Rwyf wedi ymrwymo £20 miliwn i hyn dros gyfnod y Cynulliad hwn i ddarparu cymorth, cyngor a her i awdurdodau lleol, ysgolion, lleoliadau blynyddoedd cynnar a sefydliadau addysg bellach wrth iddynt baratoi i weithredu'r diwygiadau ADY. Bydd cyfran sylweddol o'r £20 miliwn o gyllid yn mynd tuag at ddatblygu'r gweithlu. Yn unol â'n cenhadaeth genedlaethol ar gyfer addysg, rwyf wedi dyrannu £289,000 dros dair blynedd i gefnogi hyfforddiant proffesiynol i weithlu cymorth synhwyraidd yr awdurdodau lleol. Mae'r cyllid hwn yn cynnwys hyfforddiant BSL ar amrywiol lefelau, a hyfforddiant ôl-raddedig i athrawon y byddar. Rydym hefyd yn datblygu dull cenedlaethol o weithredu dysgu proffesiynol gydol gyrfa - dull sy'n adeiladu capasiti addysgwyr o bob math, gan gynnwys staff cymorth addysgu, athrawon dosbarth ac arweinwyr ysgolion. Yr hydref diwethaf, buom yn ymgynghori ar safonau proffesiynol drafft ar gyfer cynorthwyo addysgu, ac rydym yn disgwyl y byddant yn barod ym mis Medi eleni. Mae dysgu proffesiynol gydol gyrfa yn un o bum dimensiwn y safonau hyn, ac mae'n berthnasol er mwyn ateb anghenion pob dysgwr. Cyfeirir at bwysigrwydd hyn yn y gwerthoedd a'r ymagweddau trosfwaol a ddaw gyda'r safonau. Rydym wedi sicrhau bod cyfrifoldebau penaethiaid i hwyluso hyn wedi'u cynnwys yn eu safonau arweinyddiaeth ffurfiol. Mae ein blaenoriaethau i godi safonau, lleihau'r bwlch cyrhaeddiad ar gyfer pob myfyriwr a meithrin hyder y cyhoedd yn ein system addysg yn ganolog i'n gweledigaeth a'n gweithredoedd ar gyfer addysg yng Nghymru. Caiff pob un o'r diwygiadau rydym yn gweithio arnynt gyda'n gilydd eu gyrru gan y tair blaenoriaeth, a bydd eu cyflawni'n sicrhau bod ein holl ddysgwyr a'n holl athrawon yn cael eu cefnogi i fod y gorau y gallant fod. Rwy'n hapus iawn, Lywydd, i ddarparu'r wybodaeth ddiweddaraf i'r Cynulliad pan ddaw'r adroddiad a gomisiynwyd i law. A gaf fi orffen drwy ddweud fy mod yn hapus iawn i gefnogi Iaith Arwyddion Prydain? [ Arwyddo mewn BSL.]