English: Thank you very much, Deputy Presiding Officer. Colleagues, the last year has been tough for us all. Our way of life changed beyond all recognition as we learned to live with the ever-present danger of coronavirus. The cumulative effect on our wellbeing has been enormous, and even more so for our children and young people. The fear of illness, the impact of furlough or job losses on the adults around them, the separation from their wider family and friendship circles, and the impact on their normal routine, just being able to attend school - it will have all been very, very daunting. However, if there is one positive that we can take from the last year, let it be the issue of well-being, in particular that of children and young people, and the role of education in supporting them. It's now fully recognised. Emotional and mental health is now at the centre of education, and children's health and confidence is one of the four central purposes of education in Wales. Building learners' resilience is key to that. Schools are not just there to churn out children with a grasp of algebra or the key dates in history. They are there to help build resilience, preparing them for a future in which all of our young people will meet challenges, meet successes, but sometimes meet disappointments. I'm really proud, as I'm sure other Members are, that this Parliament recently voted to support a new national curriculum that ensures that health and well-being have equal importance to more traditional subjects and areas of learning. Earlier this month I launched our framework on embedding a whole-school approach to emotional and mental well-being, which will support the new curriculum. The statutory guidance will enable schools, as they review their well-being needs, to develop plans to build on their strengths and address any weaknesses and evaluate the impact of their work. Let me be clear: we are not looking to medicalise growing up or our education system. What we are asking teachers and school staff to do is what many already do naturally - the little things, which have the biggest impact on children's lives. For example, pre lockdown, Archbishop McGrath Catholic High School in Bridgend held a Friday running club for both staff and learners. This provided a shared opportunity for staff and learners of any ability to go for a run together in the local area during the lunchtime break. That promoted positive relationships and shared values and, of course, real benefits for learners and staff's health and well-being. At its heart, our new framework is about building trusting relationships between learners and between learners and teachers, the wider school staff and, indeed, across the whole school community. And when there are occasions, as there inevitably will be, when teachers encounter something out of the ordinary and outside their particular skill set, then they will know where to go to access appropriate support in a timely fashion. The NHS-led Together for Children and Young People programme is developing an early help and enhanced support framework. This describes the help available to build resilience and support mechanisms. Together with our whole school framework, this will ensure the whole system now works seamlessly to meet all children's well-being needs. Supporting implementation of our whole-school framework, we have increased our funding in this area by 360 per cent over three years, with funding coming both from the education department and the health budget, demonstrating the cross-departmental commitment to this work, which has been absolutely crucial. We will use the additional funding next year, as we have in the last two years, to support schools, local authorities and others to deliver real improvements in well-being support; for example, by improving and expanding our school counselling service, which currently sees around 11,500 children and young people every year. We have been reviewing the impact of the additional £1.2 million we made available for the service in the current year. So far, of the 18 local authorities that have responded, they've informed us that our funding has enabled almost 13,500 additional counselling sessions to the end of March, enabling over 5,500 more children to receive support. Now, whilst the framework is aimed at schools, the principles underpinning it have equal relevance in other settings, such as further and higher education. Supporting staff and student mental health and well-being is essential if we are to tackle the attainment gap and widen access to educational success. In the last two years alone we've invested over £56 million to support mental health and well-being in colleges and universities. Our universities are working with Public Health Wales and with the Welsh Government through the healthy and sustainable colleges and universities framework to ensure all aspects of university life are designed to provide the greatest level of support to students. This whole-university approach to mental health means ensuring that good mental health and well-being is a core part of all university activities as part of their offer to students and to faculty. And we have commissioned Estyn to undertake a thematic review of FE learner well-being during the COVID pandemic. Funding will result in resources disseminated sector-wide during 2021, including commissioned toolkits to support whole-college approaches on substance misuse and adverse childhood experiences. Deputy Presiding Officer, in conclusion, this Government is committed to ensuring well-being is at the heart of our whole education system, and I truly believe that Wales is now leading the way. I would like to conclude by placing on record my thanks to both the Chair and the members of the Children, Young People and Education Committee for their work in this area and also members of our task and finish group, which has helped shape our activity. Diolch yn fawr.
Welsh: Diolch yn fawr iawn, Dirprwy Lywydd. Gydweithwyr, mae'r flwyddyn ddiwethaf wedi bod yn anodd i bob un ohonom ni. Newidiodd ein ffordd o fyw y tu hwnt i bob adnabyddiaeth wrth i ni ddysgu byw gyda pherygl presennol coronafeirws. Mae'r effaith gronnol ar ein llesiant wedi bod yn enfawr, a hyd yn oed yn fwy felly i'n plant a'n pobl ifanc. Ofn salwch, effaith ffyrlo neu golli swyddi ar yr oedolion o'u cwmpas, gwahanu oddi wrth eu cylchoedd teulu a chyfeillgarwch ehangach, a'r effaith ar eu trefn arferol, dim ond gallu mynychu'r ysgol - bydd y cyfan wedi bod yn frawychus iawn, iawn. Fodd bynnag, os oes un peth cadarnhaol y gallwn ni ei ddysgu o'r flwyddyn ddiwethaf, gadewch iddo fod yn fater o lesiant, yn enwedig o ran plant a phobl ifanc, a swyddogaeth addysg wrth eu cefnogi. Mae bellach yn cael ei gydnabod yn llawn. Mae iechyd emosiynol a meddyliol bellach wrth wraidd addysg, ac mae iechyd a hyder plant yn un o bedwar diben canolog addysg yng Nghymru. Mae meithrin cydnerthedd dysgwyr yn allweddol i hynny. Nid swyddogaeth ysgolion yw cynhyrchu plant sydd â chrap ar algebra neu ar ddyddiadau allweddol mewn hanes yn unig. Maen nhw yno i helpu i feithrin cydnerthedd, gan eu paratoi ar gyfer dyfodol pryd bydd ein holl bobl ifanc yn wynebu heriau, cyflawni llwyddiannau, ond weithiau'n profi siomedigaethau. Rwy'n falch iawn, fel y mae Aelodau eraill, rwy'n siŵr, fod y Senedd hon wedi pleidleisio'n ddiweddar i gefnogi cwricwlwm cenedlaethol newydd sy'n sicrhau bod iechyd a llesiant yr un mor bwysig â phynciau a meysydd dysgu mwy traddodiadol. Yn gynharach y mis hwn, lansiais ein fframwaith ar sefydlu dull ysgol gyfan o ymdrin â llesiant emosiynol a meddyliol, a fydd yn cefnogi'r cwricwlwm newydd. Bydd y canllawiau statudol yn galluogi ysgolion, wrth iddyn nhw adolygu eu hanghenion llesiant, i ddatblygu cynlluniau i adeiladu ar eu cryfderau a mynd i'r afael ag unrhyw wendidau a gwerthuso effaith eu gwaith. Gadewch imi fod yn glir: nid ydym ni'n ceisio gwneud y broses o dyfu i fyny a'r system addysg yn bethau meddygol. Yr hyn yr ydym ni'n gofyn i athrawon a staff ysgolion ei wneud yw'r hyn y mae llawer eisoes yn ei wneud yn naturiol - y pethau bach, sy'n cael yr effaith fwyaf ar fywydau plant. Er enghraifft, cyn y cyfyngiadau symud, cynhaliodd Ysgol Uwchradd Gatholig Archesgob McGrath ym Mhen-y-bont ar Ogwr glwb rhedeg ar ddydd Gwener ar gyfer staff a dysgwyr. Roedd hwn yn gyfle, i'w rannu gan staff a dysgwyr o unrhyw allu, i fynd i redeg gyda'i gilydd yn yr ardal leol yn ystod yr egwyl amser cinio. Roedd hynny'n hybu perthynas gadarnhaol a gwerthoedd a rennir ac, wrth gwrs, buddion gwirioneddol i iechyd a llesiant dysgwyr a staff. Yn ei hanfod mae ein fframwaith newydd yn ymwneud â datblygu perthynas ymddiriedus rhwng dysgwyr â'i gilydd a rhwng dysgwyr ac athrawon, staff ehangach yr ysgol ac, yn wir, ar draws cymuned yr ysgol gyfan. A phan ceir adegau, fel y ceir yn anochel, pan fydd athrawon yn dod ar draws rhywbeth anghyffredin a thu hwnt i'w set sgiliau benodol, yna byddan nhw'n gwybod lle i fynd i gael cymorth priodol yn brydlon. Mae'r rhaglen Law yn Llaw dros Blant a Phobl Ifanc a arweinir gan y GIG yn datblygu fframwaith cymorth cynnar a chymorth gwell. Mae hyn yn disgrifio'r cymorth sydd ar gael i feithrin cydnerthedd a system gymorth. Ynghyd â'n fframwaith ysgol gyfan, bydd hyn yn sicrhau bod y system gyfan bellach yn gweithio'n ddi-dor i ddiwallu anghenion llesiant pob plentyn. I gefnogi gweithredu ein fframwaith ysgol gyfan, rydym ni wedi cynyddu ein cyllid yn y maes hwn 360 y cant dros dair blynedd, gyda chyllid yn dod o'r adran addysg a'r gyllideb iechyd, gan ddangos yr ymrwymiad trawsadrannol i'r gwaith hwn, sydd wedi bod yn gwbl hanfodol. Byddwn yn defnyddio'r arian ychwanegol y flwyddyn nesaf, fel y gwnaethom ni yn ystod y ddwy flynedd diwethaf, i gefnogi ysgolion, awdurdodau lleol ac eraill i sicrhau gwelliannau gwirioneddol mewn cymorth llesiant; er enghraifft, drwy wella ac ehangu ein gwasanaeth cwnsela mewn ysgolion, sydd ar hyn o bryd yn gweld tua 11,500 o blant a phobl ifanc bob blwyddyn. Rydym wedi bod yn adolygu effaith yr £1.2 miliwn ychwanegol a ddarparwyd gennym ar gyfer y gwasanaeth yn y flwyddyn gyfredol. Hyd yn hyn, mae'r 18 awdurdod lleol sydd wedi ymateb wedi ein hysbysu bod ein cyllid wedi galluogi bron i 13,500 o sesiynau cwnsela ychwanegol hyd at ddiwedd mis Mawrth, gan alluogi dros 5,500 yn fwy o blant i gael cymorth. Nawr, er bod y fframwaith wedi'i anelu at ysgolion, mae'r egwyddorion sy'n sail iddo yr un mor berthnasol mewn lleoliadau eraill, megis addysg bellach ac addysg uwch. Mae cefnogi iechyd meddwl a llesiant myfyrwyr a staff yn hanfodol os ydym am fynd i'r afael â'r bwlch cyrhaeddiad a chynyddu cyfleoedd i gyflawni llwyddiant addysgol. Yn ystod y ddwy flynedd ddiwethaf yn unig rydym ni wedi buddsoddi dros £56 miliwn i gefnogi iechyd meddwl a llesiant mewn colegau a phrifysgolion. Mae ein prifysgolion yn gweithio gydag Iechyd Cyhoeddus Cymru a chyda Llywodraeth Cymru drwy'r fframwaith colegau a phrifysgolion iach a chynaliadwy i sicrhau bod pob agwedd ar fywyd prifysgol wedi'i chynllunio i ddarparu'r lefel uchaf o gymorth i fyfyrwyr. Mae'r dull prifysgol gyfan hwn o ymdrin ag iechyd meddwl yn golygu y sicrheir bod iechyd meddwl a llesiant da yn rhan greiddiol o holl weithgareddau'r brifysgol fel rhan o'u cynnig i fyfyrwyr ac i'r gyfadran. Ac rydym wedi comisiynu Estyn i gynnal adolygiad thematig o lesiant dysgwyr addysg bellach yn ystod pandemig COVID. Bydd cyllid yn arwain at adnoddau'n cael eu lledaenu ar draws y sector yn ystod 2021, gan gynnwys pecynnau cymorth a gomisiynwyd i gefnogi dulliau coleg cyfan o ymdrin â chamddefnyddio sylweddau a phrofiadau niweidiol yn ystod plentyndod. Dirprwy Lywydd, i gloi, mae'r Llywodraeth hon wedi ymrwymo i sicrhau bod llesiant wrth wraidd ein system addysg gyfan, a chredaf o ddifrif fod Cymru bellach yn arwain y ffordd. Hoffwn gloi drwy gofnodi fy niolch i'r Cadeirydd ac aelodau'r Pwyllgor Plant, Pobl Ifanc ac Addysg am eu gwaith yn y maes hwn a hefyd aelodau o'n grŵp gorchwyl a gorffen, sydd wedi helpu i lywio ein gweithgarwch. Diolch yn fawr.