techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Generally, of course, it's difficult to compare 2017 data in relation to key stage 4 because of changes in 2016-17. So, while there is a trend of improvement, that gap still exists. We want every pupil to reach his or her potential. In terms of children who claim free school meals, if I refer back to a point I made earlier, it's important that we empower what the barrier is for that individual and why he or she isn't reaching their potential, whether it's A* to A, or C if you're looking at GCSEs, or achieving the GCSE that's appropriate for him or her. So, it's about recognising the needs of that pupil and having powerful planning around that pupil that includes, as Sharon mentioned, well-being and contentment and ensuring that our pupils have ambition.
Welsh: Yn gyffredinol, wrth gwrs, mae'n anodd cymharu data 2017 yng nghyfnod 4 oherwydd y newidiadau o ran 2016-17. Felly, mae yna dueddiad o welliant wedi bod, ond mae'r bwlch yn dal i fodoli. Rydym ni eisiau i bob disgybl gyrraedd ei botensial. Ac o gwmpas plant sy'n hawlio cinio am ddim, os gwnaf i gyfeirio at y pwynt y gwnes i'n gynharach, mae'n bwysicach ein bod ni'n grymuso beth ydy'r rhwystr i'r unigolyn yna a pham nad ydy o neu hi yn cyrraedd y potensial, boed o'n A* i A, boed o'n C, os ydych chi'n edrych ar TGAU, neu'n ennill y gradd TGAU sy'n briodol iddo fo neu hi. Ac felly mae hyn yn ymwneud ag adnabod anghenion y disgybl yna, gyda chynllunio grymus, cefnogol o amgylch y disgybl yna, sy'n cynnwys, fel roedd Sharon yn cyfeirio ato fo, llesiant a boddhad, a sicrhau bod uchelgais ymysg ein disgyblion ni.
English: From the perspective of the consortia, we are clear in terms of our objectives and targets in terms of key stage 4 and the foundation phase. In a way, we do have a role in supporting schools in terms of this expenditure, in terms of early intervention and putting things in place in key stage 4, and very often in years 10 and 11. So, it is challenging to get that balance right, and that's what we're trying to do within our role.
Welsh: O bersbectif y consortia, rydym ni'n glir yn nhermau ein hamcanion a'n targedau ni o bersbectif cyfnod allweddol 4, y cyfnod sylfaen. Mewn ffordd, mae gennym ni rôl yn nhermau cefnogi ysgolion o ran y gwariant yma, o ran ymyrraeth gynnar, ac wedyn rhoi pethau hefyd mewn lle yng nghyfnod allweddol 4, ac yn aml iawn ym mlynyddoedd 10 ac 11. Felly, mae o'n heriol i gael y balans yna, a dyna rydym ni'n trio'i wneud o fewn ein rôl ni.
English: Just to explain, it depends on what indicators you're looking at, what performance measures you're comparing. I was referring to the challenge around the level 2 plus, but there are other indicators where a child could have succeeded, but to get that potential is the challenge, of course.
Welsh: Jest i egluro, mae'n dibynnu ar ba ddangosydd rydych chi'n edrych arno, onid ydy, pa fesurydd perfformiad rydych chi'n ei gymharu. Roeddwn i'n cyfeirio at yr her o gwmpas y lefel 2 plus, ond, wrth gwrs, mae yna ddangosyddion eraill lle medrai plentyn fod wedi llwyddo, ond cael y potensial yna ydy'r her, wrth gwrs.
English: I agree with you. It's the comparison that's difficult, not the 'why'. In terms of the specifications, one of the things that has emerged in terms of the new specifications - I agree with the move from BTEC to GCSE - is that many specifications now provide more focus on and give a greater percentage for performance on the day, which means that skills such as perseverance and ambition become even more important. Now, in accepting that we need to look at the kinds of skills that pupils need, we shouldn't confuse this with bringing our ambitions and expectations down. That's not what we mean. There are new qualifications and we must ensure that children reach their potential with those new qualifications. But there are skills that pupils need in order to ensure that they have that perseverance, to ensure that they can perform to their full potential at the end of the course, with less internal assessment and fewer milestones that demonstrate how they were performing.
Welsh: Rwy'n cytuno efo chi. Y gymhariaeth sy'n anodd, nid dweud am y 'pam'. O fewn y manylebau, wrth gwrs, un o'r pethau sydd wedi dod ynghlwm â'r manylebau newydd - cytuno efo'r symudiad o BTEC i TGAU - ydy bod nifer o fanylebau rŵan, wrth gwrs, yn rhoi mwy o ffocws a mwy o ganran ar berfformiad ar y diwrnod, sy'n golygu bod sgiliau fel dycnwch ac uchelgais yn dod yn bwysicach ac yn bwysicach. Mae'n bwysig wrth wneud hyn, wrth dderbyn bod angen edrych ar y math o sgiliau mae disgyblion eisiau, i ni beidio camgymryd hyn efo dod â'n huchelgais a'n disgwyliadau i lawr. Nid dyna beth rydym ni'n golygu. Mae yna gymwysterau newydd. Mae'n rhaid i ni sicrhau bod plant yn cyrraedd eu potensial ar y cymwysterau yma, ond mae yna sgiliau mae disgyblion eu hangen i sicrhau bod y dycnwch yna, i sicrhau eu bod nhw'n gallu perfformio i'w potensial ar ddiwedd y cwrs, gyda llai o asesiad mewnol a llai o amseroedd pan oedden nhw'n gwybod sut oedden nhw'n gwneud.
English: If we refer back, of course, the fact, now - . I suppose I would give you an answer as to what we're going to do, probably, in this context. There is complexity, of course, and there are data, and the data are clear and transparent, as referred to. But we must look at that gap and ask the question: how can we ensure that we're making every effort possible to make that gap small in the future, and more importantly, ensure that every child reaches his or her potential? That's why we've given this priority a central part in all our business schemes, to ensure that that level of key accountability that you referred to is going to be there and to ensure that these questions are asked of us on a regular basis. That's why we're ensuring that the targets are transparent on our new dashboard and that all our stakeholders know where our children are at any time during the year - either on track or not on track. Therefore, it's not a matter of waiting until the result, it's about knowing where that child is today, and if he or she is not where they should be, what are we doing to ensure that they're making the necessary improvements? So, we have learnt a number of lessons, including what hasn't worked, but looking at how we're going to ensure that we're developing this key agenda in order to progress the attainments, expectations and aspirations of pupils in the future.
Welsh: Petaem ni'n cyfeirio nôl, wrth gwrs, mae'r ffaith, rŵan - . Mae'n debyg buaswn i'n rhoi ateb i chi ynglŷn â beth rydym ni'n mynd i'w wneud, fwy na thebyg, yn y cyd-destun yma. Mae yna gymhlethdod, wrth gwrs, yn naturiol, ac mae yna ddata, ac mae'r data'n gywir ac yn dryloyw, fel yr oeddech chi'n cyfeirio ato fo. Ond, fe fyddwn ni'n edrych ar y bwlch yna a wedyn yn gofyn y cwestiwn, 'Sut allwn ni sicrhau ein bod yn gwneud pob ymdrech posib i leihau'r bwlch yna i'r dyfodol, ond, yn bwysicach byth, yn sicrhau bod pob plentyn yn cyrraedd ei botensial? Dyna pam rydym ni wedi rhoi'r flaenoriaeth yma'n ganolbwynt yn ein holl gynlluniau busnes ni, ac yn sicrhau bod y lefel o atebolrwydd allweddol yna rydych chi'n cyfeirio ato fo yn miniogi ac yn sicrhau ein bod ni'n gofyn y cwestiynau yma i ni'n hunain yn gyson. Dyna pam rydym ni'n sicrhau bod y targedau'n dryloyw ar ein dangosfwrdd newydd ni, sy'n sicrhau bod pawb o'r rhanddeiliaid yn gwybod lle mae ein plant ni ar unrhyw gyfnod yn ystod y flwyddyn - un ai ar drac neu oddi ar drac. Felly, nid mater o ddisgwyl tan y canlyniad ydy o. Rydym ni'n gwybod lle mae'r plentyn yma heddiw, ac os nad ydyn nhw lle rydym ni eisiau iddyn nhw fod, beth sydd angen ei wneud i sicrhau bod y plentyn yna'n gwneud y cynnydd angenrheidiol? Felly, rydym ni wedi dysgu nifer o'r gwersi, yn cynnwys beth, efallai, sydd heb weithio, ond gan edrych ar sut rydym ni'n mynd i sicrhau ein bod ni'n datblygu'r agenda allweddol yma i symud cyraeddiadau, disgwyliadau a dyheadau disgyblion yn eu blaenau.
English: Also, there is a national agenda in terms of PDG co-ordinators within the consortia. We have started to have meetings at a national level led by Sir Alasdair Macdonald, and I would assume that that will also move things forward, and that there will be consistency in our approach in this area.
Welsh: Hefyd, mae yna agenda genedlaethol yn nhermau cydlynwyr PDG o fewn y consortia. Rydym ni wedi cychwyn cael cyfarfodydd cenedlaethol o dan arweiniad Syr Alasdair Macdonald, ac rydw i'n tybio bod hynny hefyd, wedyn, yn mynd i symud pethau ymlaen ac y byddwn ni i gyd yn gyson yn y dull lle rydym ni'n mynd efo hyn.
English: Yes. You're entirely right. The funding in terms of looked-after children comes directly to the consortia and in GwE, we have a regional system where we keep a small percentage for continuing professional development and training in the areas of trauma and attachment, but most of it goes directly to authority or cluster schools by means of application. Clearly, in terms of children in care, we have those statistics. From the perspective of adopted children, that goes back to the relationship the parents have with the school, because they don't have to share information on that. But, certainly, there are adopted children who have benefited from the PDG for looked-after children. As it happens, we had a conference on this subject area in north Wales on Tuesday, and what was wonderful is that we had a group of pupils, including one head boy who was in care himself, and that was the intention - to show the kind of intervention and support available. Certainly, we have robust plans in place. We have systems in place for the six authorities and there is clear leadership. Also, there is that debate in terms of measuring impact. But, in respect of looked-after children, it's crucial that we look at the full picture of where they started from and all of the things that have happened along that journey, before they get to the age of 15 and 16.
Welsh: Rydych chi'n hollol gywir. Mae'r cyllid parthed plant mewn gofal yn dod yn syth yn uniongyrchol i'r consortia. Yn GwE, mae gennym ni system ranbarthol lle rydym ni'n cadw canran fach iawn ar gyfer hyfforddiant datblygiad proffesiynol o fewn y maes trawma ac attachment, ond mae'r mwyafrif ohono fo'n mynd yn uniongyrchol i ysgolion awdurdod a chlwstwr, a hynny drwy geisiadau. Yn amlwg, o ran plant mewn gofal, mae'r ystadegau yna gennym ni. O bersbectif plant sydd wedi cael eu mabwysiadu, mae hynny'n mynd yn ôl eto i'r berthynas sydd gan rieni efo'r ysgol, oherwydd nid oes rhaid rhannu gwybodaeth ynglŷn â hynny. Ond, yn sicr, mae yna blant sydd wedi cael eu mabwysiadu wedi elwa allan o'r PDG plant mewn gofal. Roedd gennym ni gynhadledd, yn digwydd bod, ddydd Mawrth yn y gogledd a oedd yn ymwneud â'r maes yma, a beth oedd yn braf oedd bod gennym ni griw o ddisgyblion ysgol, ac un prif ddisgybl a oedd yn blentyn mewn gofal ei hun, a dyna oedd y bwriad - i ddangos y math o ymyraethau a chefnogaeth. Yn sicr, mae gennym ni gynlluniau cadarn mewn lle. Mae gennym ni systemau parthed y chwe awdurdod ac mae yna arweiniad clir. Hefyd, mae'r drafodaeth yna o bersbectif mesur effaith. Ond, yn rhinwedd plant mewn gofal, mae'n angenrheidiol edrych ar y darlun cyflawn o le maen nhw wedi cychwyn a'r holl bethau sydd yn digwydd ar y daith yna, cyn cyrraedd 15 ac 16 oed.
English: Thank you, Chair. I'll ask my questions in Welsh. May I ask to what extent the pupil development grant is being used to supplement deficiencies in core budgets, rather than being used for its original purpose of targeting pupils who are eligible for free school meals?
Welsh: Diolch, Gadeirydd. Mi wnaf ofyn fy nghwestiynau yn Gymraeg. A gaf i ofyn i ba raddau mae'r grant datblygu disgyblion yn cael ei ddefnyddio i ategu diffygion sydd mewn cyllidebau craidd, yn hytrach na chael ei ddefnyddio ar gyfer y pwrpas gwreiddiol i dargedu plant sy'n gymwys ar gyfer cinio ysgol am ddim?
English: Because I have an interest in this element of flexibility, and one of the possible suggestions perhaps is that rather than the PDG being paid separately if it is being used in a broader context in a school, shouldn't it become part of the core budget? I'm asking the question.
Welsh: Achos mae gen i ddiddordeb yn yr hyblygrwydd yma - yr elfen yma o hyblygrwydd - ac un o'r awgrymiadau posibl efallai yw yn hytrach na bod y PDG yn cael ei dalu ar wahân os ydy o'n cael ei ddefnyddio yn ehangach o fewn yr ysgol, oni ddylai fe fod yn dod yn rhan o'r gyllideb graidd? Gofyn y cwestiwn rwy'n ei wneud.
English: I would agree with Neil in terms of the flexibility of use and that schools, in a way, have been forced down that particular route. Very often what they've done is to appoint assistants, and that has allowed them to target pupils within classrooms and also to begin to tackle problems arising from the size of classes. But in terms of including that element within the more general budget, the problem that we have is that we see funding generally reducing, and the concern would be that if you were to include that within the school improvement grant, we wouldn't then know how much money should be there in terms of deprivation.
Welsh: Byddwn i'n cytuno gyda Neil o ran yr hyblygrwydd defnydd a bod ysgolion, mewn ffordd, wedi cael eu gorfodi lawr y llwybr yna. Yn aml beth maen nhw wedi ei wneud yw efallai apwyntio cymorthyddion, ac mae hynny wedi caniatáu iddyn nhw dargedu disgyblion o fewn dosbarth ac hefyd mynd i'r afael rhywfaint â phroblemau sy'n codi oherwydd maint dosbarthiadau. Ond o ran cynnwys yr elfen yna o fewn cyllid yn fwy cyffredinol, y broblem sydd gyda ni yw ein bod ni'n gweld y cyllid yn gyffredinol yn lleihau ac yn lleihau, a'r gofid fyddai pe baech chi'n cynnwys hynny o fewn y grant gwella ysgolion, ni fyddem wedyn yn gwybod faint o arian a oedd i fod yna o ran amddifadedd.
English: But with the education improvement grant, the Government is talking about introducing a model that's looking at the outcomes and that you're safeguarding the use to ensure those outcomes, rather than perhaps putting that money for something specific. That is, you're not confident that that would safeguard the element of targeting and the danger is that it would be lost in the core budget.
Welsh: Ond gyda'r grant gwella addysg, mae'r Llywodraeth yn sôn am gyflwyno model sy'n edrych ar yr outcomes a sicrhau eich bod chi'n gwarchod bod y defnydd yn cael ei wneud er mwyn sicrhau yr outcomes yna, yn hytrach efallai na'ch bod chi'n rhoi'r arian yn benodol ar gyfer rhywbeth. Hynny yw, nid ydych chi'n hyderus y byddai hynny yn gwarchod yr elfen o dargedu a'r perygl yw y byddai'n cael ei golli yn y gyllideb graidd.
English: It's also linked to the annual nature of the funding of schools more generally, and the same kind of problems arise as a result of that, and because of the timetable, too. When that funding comes from Westminster, and when the allocation is made from the Welsh Government to local authorities, and schools will often know in March what they have and will have to start spending for April, and there's no time for planning there. Therefore, the fact that these grants are year on year does make it more difficult to plan and to secure sustainability.
Welsh: Mae hefyd yn gysylltiedig â natur flynyddol cyllido ysgolion yn gyffredinol, ac mae'r un math o broblemau yn codi o'r herwydd, ac oherwydd yr amserlen. Pryd mae'r arian yn dod o San Steffan, a phryd mae'r dyraniad yn mynd o Lywodraeth Cymru i'r awdurdodau lleol, ac wrth gwrs mae ysgolion yn gwybod yn aml ym mis Mawrth beth sydd gyda nhw ac yn gorfod gwario, dechrau gwario, ar gyfer Ebrill, heb ddim amser i gynllunio. Felly, mae'r ffaith bod grantiau fel hyn am flwyddyn ar y tro yn ei wneud yn anoddach i gynllunio ac i sicrhau cynaliadwyedd.
English: Thank you very much for that. There is also a strong suggestion in the evidence that we've received and in research that's been undertaken that there's a lot of focus - and you referred to it now - on targeting children from disadvantaged backgrounds - that's the intention - but it tends to be used to target children with low attainment rather than the range of abilities that are within this cohort of disadvantaged children. So, to what extent do you believe that the awareness is out there, and the consistency is out there in schools, in terms of using it as well for more able and talented children, for example? That is, across the spectrum. Is there a danger that it's seen as a fund for addressing low attainment in schools rather than perhaps the whole cohort?
Welsh: Diolch yn fawr am hynny. Mae yna hefyd awgrym cryf wedi bod yn y dystiolaeth yr ŷm ni wedi'i chael ac mewn ymchwil sydd wedi digwydd bod yna lawer o ffocws ar - rydych chi wedi cyfeirio ato fe nawr - dargedu plant o gefndiroedd difreintiedig - ie, dyna'r bwriad - ond wrth gwrs mae'n dueddol o gael ei ddefnyddio i dargedu plant sydd â chyrhaeddiad isel yn hytrach, efallai, na'r ystod o alluoedd sydd o fewn y cohort yna o blant difreintiedig. Felly, i ba raddau ŷch chi'n credu bod yr ymwybyddiaeth allan yn fanna a'r cysondeb allan yn fanna yn yr ysgolion o safbwynt ei ddefnyddio fe hefyd ar gyfer y rhai mwy abl a thalentog, er enghraifft? Hynny yw, ar draws y sbectrwm gallu. A oes yna berygl ei bod hi'n cael ei gweld fel cronfa ar gyfer mynd i'r afael â chyrhaeddiad isel mewn ysgolion yn hytrach efallai na'r cohort cyfan?
English: But for some pupils - perhaps a significant number of them - if there isn't support at home, and that's true of a percentage of pupils, then you do need that support within the school in order to nurture well-being and to provide support to them with things such as school attendance. The softer issues that you mentioned can be crucial in changing attitudes, if there is a problem in terms of attitude, in terms of school attendance and confidence. So, you're engendering confidence, you're improving attendance levels, and providing support to people where they can't get that support at home, such as support with homework or where there aren't the resources available in the home to help them with those issues. So, all of those elements can be important and can be a turning point for a pupil within a school.
Welsh: Ond i rai o'r disgyblion - efallai nifer sylweddol ohonyn nhw - os nad oes cefnogaeth gartref, ac mae hynny'n wir am ganran o'r disgyblion, mae angen y gefnogaeth yna o fewn yr ysgol, felly, er mwyn meithrin y lles, meithrin cefnogaeth iddyn nhw, gyda phethau fel presenoldeb yn yr ysgol. Ac mae'r pethau mwy meddal yma, felly, yn gallu bod yn allweddol i newid agweddau - os oes yna broblem agwedd hefyd am yr ysgol, a diffyg hyder. Felly, mae yna feithrin hyder, mae pethau fel gwella lefelau presenoldeb, a rhoi cefnogaeth i bobl, efallai, lle nad ŷn nhw'n gallu cael mynediad at gefnogaeth gartref i bethau fel gwaith cartref, neu lle nad oes adnoddau gyda nhw gartref i helpu nhw gyda'r pethau hynny. Felly, mae'r elfennau hynny yn gallu bod yn bwysig i fod yn drobwynt i ddisgybl yn yr ysgol.
English: I think if it's similar to what's happened to the funding for reducing class sizes, in that case, the local authorities were making applications for the funding, and our schools didn't know even about the existence of that funding. The funding was announced in the January, and the guidelines about how to get that funding weren't available until July. So, the reality is that quite often, schools don't know what's available for them, and that is a very difficult situation.
Welsh: Rwy'n credu os mae e'n debyg i beth sydd wedi digwydd i'r arian ar gyfer lleihau maint dosbarthiadau, yn yr achos yna, yr awdurdodau lleol oedd yn gwneud ceisiadau am yr arian, ac nid oedd ein hysgolion ni yn gwybod hyd yn oed am fodolaeth yr arian. Fe gafodd yr arian ei gyhoeddi yn yr Ionawr, ac nid oedd canllawiau am gael gafael ar yr arian yn bodoli tan, rwy'n credu, fis Gorffennaf. Felly, y gwirionedd yw, yn aml, nad yw ysgolion yn gwybod beth sydd ar gael ar eu cyfer nhw, ac mae hynny'n sefyllfa sydd yn anodd iawn, fe ddywedwn i.
English: In part, this question has been answered by the previous answer, because the question is: do you agree with the view that has been expressed by some witnesses beforehand that larger house builders in Wales are reluctant to embrace the low-carbon housing agenda in any case?
Welsh: Yn rhannol, mae'r cwestiwn yma wedi cael ei ateb gan yr ateb diwethaf, achos y cwestiwn ydy: a ydych chi'n cytuno efo'r farn sydd wedi cael ei mynegi fan hyn gyda rhai tystion ymlaen llaw bod adeiladwyr tai mwy yng Nghymru yn amharod i groesawu'r agenda tai carbon isel, beth bynnag?
English: Well, we as a federation don't represent the major house builders, but I don't think you need to be an expert in the industry to realise that the status quo is working for the larger house builders. So, evidently, any changes that are recommended are going to be something that they're going to not necessarily agree with. But you can understand that, because their business model works.
Welsh: Wel, nid ydym ni fel ffederasiwn yn cynrychioli'r adeiladwyr tai mawr, ond nid ydw i'n meddwl bod angen bod yn arbenigwr yn y diwydiant i sylweddoli bod y status quo yn gweithio i adeiladwyr mawr. Felly, yn amlwg, mae unrhyw newidiadau sydd yn cael eu hargymell yn mynd i fod yn bethau nad ydynt o reidrwydd yn cyd-fynd â nhw. Ond mi allwch chi ddeall hynny, achos mae eu model busnes nhw yn gweithio.
English: And substantial profit comes about as a result.
Welsh: Ac elw sylweddol yn dod.
English: Evidently.
Welsh: Yn amlwg.
English: You have already said, and, of course, we have the facts before us, that there are essentially five large companies building houses in Wales. So, in your view, therefore, how can we encourage greater diversity in the types of house builders and homes in Wales? Are there specific steps that the Welsh Government could take to encourage greater diversity? I don't know if you want to start with that, Ifan.
Welsh: Rydych chi wedi dweud eisoes, ac, wrth gwrs, mae'r ffeithiau o'n blaenau ni, mai pum cwmni mawr, yn sylfaenol, sydd yn adeiladu'r rhan fwyaf o dai yma yng Nghymru. Yn eich tyb chi, felly, sut y gellid annog a chefnogi mwy o amrywiaeth yn y mathau o adeiladwyr tai a chartrefi yng Nghymru? A oes yna gamau penodol y gallai Llywodraeth Cymru eu cymryd i annog mwy o amrywiaeth? Nid wyf yn gwybod os ydych chi eisiau dechrau gyda hynny, Ifan.
English: Well, that sounds amazing, because we have had a discussion here recently on unadopted roads, and that is quite a large problem in that the larger house builders, broadly speaking, will build homes, but then they won't build the roads that are alongside them. That does sound like a possible way to turn the situation around. I don't know if you want to comment on what's already been said.
Welsh: Wel, mae hynny'n swnio'n rhyfeddol achos rydym ni wedi cael trafodaeth yn fan hyn yn ddiweddar ar ffyrdd sydd ddim wedi cael eu mabwysiadu, ac mae hynny'n gymaint o broblem gan fod yr adeiladwyr mawr, y rhan fwyaf o'r amser, yn adeiladu tai, ond hefyd ddim, wedyn, yn adeiladu'r strydoedd i gyfateb i hynny. Felly, o wyrdroi'r holl sefyllfa, rwy'n credu bod hynny'n syniad bendigedig. Nid wyf yn gwybod os ydych chi eisiau ychwanegu at beth sydd wedi cael ei ddweud eisoes.