techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Diolch, Llywydd. Minister, I have to say I was very pleased when you amended the guidance, to be followed by local authorities primarily, requiring them to take additional steps before they made a decision on closing small, rural schools. And while that didn't capture all small schools, it was a statement of recognition of the place in the community of small, rural schools and their contribution to standards, and of course the negative consequences of having young children being ferried across large distances, and in some cases of course the negative effect on Welsh as a community language. But small schools are more expensive, per head, to run, and to assist with this you've offered, from the centre, a yearly grant of £2.5 million to be allocated annually from April 2017 to support greater school-to-school working in rural areas. It's an annual grant, but I wonder if you can tell me where I might find it in the draft budget for 2020-21, and what use it's been put to since its introduction.
Welsh: Diolch, Lywydd. Weinidog, mae'n rhaid i mi ddweud fy mod yn falch iawn pan wnaethoch chi ddiwygio'r canllawiau, sydd i'w dilyn gan awdurdodau lleol yn bennaf, gan ei gwneud yn ofynnol iddynt roi camau ychwanegol ar waith cyn gwneud penderfyniad ar gau ysgolion bach, gwledig. Ac er nad oedd hynny'n cynnwys pob ysgol fach, roedd yn ddatganiad o gydnabyddiaeth i le ysgolion bach, gwledig yn y gymuned a'u cyfraniad i safonau, ac wrth gwrs, y canlyniadau negyddol o gludo plant ifanc dros bellteroedd mawr, ac mewn rhai achosion, wrth gwrs, yr effaith negyddol ar y Gymraeg fel iaith gymunedol. Ond mae ysgolion bach yn ddrutach i'w cynnal y pen, ac i gynorthwyo gyda hyn, ers mis Ebrill 2017 rydych wedi cynnig dyrannu grant o £2.5 miliwn o'r canol bob blwyddyn i gefnogi mwy o waith rhwng ysgolion mewn ardaloedd gwledig. Mae'n grant blynyddol, ond tybed a allwch chi ddweud wrthyf lle gallwn ddod o hyd iddo yn y gyllideb ddrafft ar gyfer 2020-21, a pha ddefnydd sydd wedi'i wneud ohono ers iddo gael ei gyflwyno.
English: Can I thank the Member for the recognition of the important role that small schools play in our education system? On coming into office, I made a pledge to reform the school organisation code to include a presumption against closure, and I am very pleased that we have been able to do that. The Member is right, we have a small and rural schools grant, which is there to support the education of children in small and rural schools and to ensure that it is as good as it should be. There are some particular challenges to delivering small and rural schools: teachers being asked to teach over a wide range of age groups, for instance, and the ability to differentiate, as well as headteachers who are managing classroom teaching responsibilities as well as managerial responsibilities. The amount of money available in the new financial year for the small and rural schools grant continues at the same level and will be available. Local authorities bid for that money and they have used it in a variety of ways to support planning, preparation and assessment time for headteachers and the employment of additional support within those schools, or, in one particular case I'm aware of, being able to make sure that that school is part of a wider pedagogical sharing network to ensure that teaching is as good as it could be when, sometimes, schools don't have specific expertise in an individual subject.
Welsh: A gaf fi ddiolch i'r Aelod am gydnabod y rôl bwysig y mae ysgolion bach yn ei chwarae yn ein system addysg? Pan ddeuthum i'r swydd, gwneuthum addewid i ddiwygio'r cod trefniadaeth ysgolion i gynnwys rhagdybiaeth yn erbyn cau, ac rwy'n falch iawn ein bod wedi gallu gwneud hynny. Mae'r Aelod yn iawn fod gennym grant ysgolion bach a gwledig, sydd yno i gefnogi addysg plant mewn ysgolion bach a gwledig, i sicrhau ei bod gystal ag y dylai fod. Mae yna rai heriau penodol i ddarparu ysgolion bach a gwledig: y ffaith bod gofyn i athrawon addysgu ystod eang o grwpiau oedran, er enghraifft, a'r gallu i wahaniaethu, yn ogystal â phenaethiaid sy'n ymdopi â cyfrifoldebau addysgu yn yr ystafell ddosbarth yn ogystal â chyfrifoldebau rheolaethol. Mae'r swm o arian sydd ar gael yn y flwyddyn ariannol newydd ar gyfer y grantiau ysgolion bach a gwledig yn parhau ar yr un lefel a bydd hwnnw ar gael. Mae awdurdodau lleol yn gwneud cais am yr arian hwnnw ac maent wedi'i ddefnyddio mewn amryw o ffyrdd i gefnogi amser cynllunio, paratoi ac asesu ar gyfer penaethiaid a chyflogi cymorth ychwanegol yn yr ysgolion hynny, neu, mewn un achos penodol rwy'n ymwybodol ohono, gallu sicrhau bod yr ysgol honno'n rhan o rwydwaith rhannu addysgeg ehangach i wneud yn siŵr bod yr addysgu cystal ag y gallai fod pan nad oes gan ysgolion arbenigedd penodol, weithiau, mewn pwnc unigol.
English: Thank you very much for that answer. Obviously, I'm extremely pleased to hear that it is in the budget somewhere and that the use it's being put to is the use for which it was intended. Although local authorities, as we know, are largely responsible for school funding, schools are undoubtedly affected by decisions you make on the education budget. Over the course of this Assembly, you're making available £36 million to reduce infant class sizes, targeted at those most adversely affected by deprivation, but, within its clear limits, it's open, I think, to quite a lot of schools - many schools. Have you any indication of how many rural schools are in receipt of the money to reduce infant class sizes?
Welsh: Diolch yn fawr am yr ateb hwnnw. Yn amlwg, rwy'n hynod falch o glywed ei fod yn y gyllideb yn rhywle a'i fod yn cael ei ddefnyddio fel y bwriadwyd iddo gael ei ddefnyddio. Er mai awdurdodau lleol, fel y gwyddom, sy'n bennaf gyfrifol am gyllid ysgolion, mae ysgolion, heb os, yn cael eu heffeithio gan y penderfyniadau a wnewch ar y gyllideb addysg. Yn ystod y Cynulliad hwn, rydych yn sicrhau bod £36 miliwn ar gael i leihau maint dosbarthiadau babanod, wedi'i dargedu at y rhai yr effeithir arnynt fwyaf gan amddifadedd, ond o fewn ei derfynau clir, mae'n agored, rwy'n credu, i gryn dipyn o ysgolion - nifer o ysgolion. A oes gennych unrhyw syniad faint o ysgolion gwledig sy'n cael yr arian i leihau maint dosbarthiadau babanod?
English: The £36 million that has been made available over the course of this Parliament to support smaller class sizes is made up of both a revenue and a capital element. The Member is right: one of the criteria for a successful application is a high percentage of children who are entitled to free school meals. But, we also support schools where, perhaps, standards are not what they need to be and they need to improve, and we also look at schools where there is a high percentage of children for whom Welsh or English is not their first language. We choose those categories because we know that that's where the money will make a difference. The bids come in from local authorities. So, the local authorities themselves prioritise which schools they wish to support - they are a variety of schools across all of our local authorities - and I'm happy to provide the Member with a list of every school that has been in receipt of both the revenue and the capital element.
Welsh: Mae'r £36 miliwn sydd ar gael yn ystod y Senedd hon i gefnogi dosbarthiadau llai yn cynnwys elfen refeniw ac elfen gyfalaf. Mae'r Aelod yn iawn: un o'r meini prawf ar gyfer cais llwyddiannus yw canran uchel o blant sydd â hawl i brydau ysgol am ddim. Ond rydym hefyd yn cefnogi ysgolion lle nad yw'r safonau, o bosibl, mor dda ag y mae angen iddynt fod ac mae angen iddynt gwella, ac rydym hefyd yn edrych ar ysgolion lle nad yw canran uchel o'r plant yn siarad Cymraeg neu Saesneg fel iaith gyntaf. Rydym yn dewis y meini prawf hynny oherwydd gwyddom mai dyna lle bydd yr arian yn gwneud gwahaniaeth. Awdurdodau lleol sy'n gwneud ceisiadau. Felly, mae'r awdurdodau lleol eu hunain yn blaenoriaethu pa ysgolion y maent eisiau eu cefnogi - maent yn amrywiaeth o ysgolion ar draws pob un o'n hawdurdodau lleol - ac rwy'n hapus i ddarparu rhestr i'r Aelod o bob ysgol sydd wedi cael yr elfen refeniw a'r elfen gyfalaf.
English: Well, in my own constituency, I'm absolutely delighted that the cutting-class-sizes grant is providing for an additional classroom teacher at Trefonnen primary school in Llandrindod Wells, and it is providing a dedicated Welsh-medium early years centre in the Ystradgynlais and Swansea valley area. So, I'm very delighted, in my own constituency, with the impact that it is making. But, let's be clear, in this academic year, some 95 extra teachers will be employed as a result of that grant; some 40 additional teaching assistants will be employed as a result of that grant; and, with regard to its sustainability, that grant will exist as long as I am the education Minister and through to the end of this Parliament. As for a future Parliament, I would hope that the evidence that has been received from parents and teachers of how valuable this grant is will inform a future Government of its important continuation.
Welsh: Wel, yn fy etholaeth i, rwy'n falch iawn fod y grant lleihau maint dosbarthiadau yn darparu athro dosbarth ychwanegol yn ysgol gynradd Trefonnen yn Llandrindod ac yn darparu canolfan blynyddoedd cynnar cyfrwng Cymraeg yn ardal Ystradgynlais a chwm Tawe. Felly, rwyf wrth fy modd gyda'r effaith y mae'n ei chael yn fy etholaeth i. Ond gadewch i ni fod yn glir, yn y flwyddyn academaidd hon, bydd tua 95 o athrawon ychwanegol yn cael eu cyflogi o ganlyniad i'r grant hwnnw; bydd tua 40 o gynorthwywyr addysgu ychwanegol yn cael eu cyflogi o ganlyniad i'r grant hwnnw; ac o ran ei gynaliadwyedd, bydd y grant yn bodoli tra byddaf yn Weinidog addysg a hyd at ddiwedd y Senedd hon. O ran Senedd yn y dyfodol, buaswn yn gobeithio y bydd y dystiolaeth a ddaeth i law gan rieni ac athrawon ynglŷn â pha mor werthfawr yw'r grant yn dangos i Lywodraeth yn y dyfodol pa mor bwysig fydd ei barhau.
English: Diolch. As far as I'm aware, this is my last session scrutinising before I go on maternity leave, all being well, so whoever's taking over from me, I wish them all the very best. Erasmus is the core of our students' opportunities to study abroad and without it, as we said yesterday, thousands of students would not have the opportunity to have travelled and to have experienced that abroad. It surprises me that the Tories, who claim to be aspirational, would even consider or hint at the possibility of taking us out of Erasmus next year. If the UK Government doesn't participate in the successor programme or complete negotiations on education partnerships quickly enough with the EU, our participation could be compromised and thousands of students, especially from lower income backgrounds, as Lynne Neagle said yesterday, will be denied any of those life chances. Does it concern you as Minister that, in rejecting the amendment to continue to take part in Erasmus+ successor programmes last week in the House of Commons, and the UK Government seemingly not so sure what they're going to do with the future negotiations in this regard, that this is the UK Parliament - UK Government, sorry - playing ideological politics with the future of higher education? Would it not lead to more uncertainty for universities and colleges here in Wales after years of uncertainty anyway with Brexit hanging over us?
Welsh: Diolch. Hyd y gwn, dyma fy sesiwn graffu olaf cyn i mi fynd ar gyfnod mamolaeth, os aiff popeth yn iawn, felly hoffwn ddymuno'r gorau i bwy bynnag a ddaw yn fy lle. Erasmus yw craidd cyfleoedd ein myfyrwyr i astudio dramor a hebddo, fel y dywedasom ddoe, ni fyddai miloedd o fyfyrwyr yn cael cyfle i deithio a phrofi bywyd dramor. Mae'n fy synnu y byddai'r Torïaid, sy'n honni eu bod yn uchelgeisiol, hyd yn oed yn ystyried neu'n awgrymu'r posibilrwydd o adael Erasmus y flwyddyn nesaf. Os na fydd Llywodraeth y DU yn cymryd rhan yn y rhaglen olynol neu'n cwblhau trafodaethau ar bartneriaethau addysg yn ddigon cyflym gyda'r UE, gallai ein cyfranogiad fod yn y fantol a bydd miloedd o fyfyrwyr, yn enwedig rhai o gefndiroedd incwm is, fel y dywedodd Lynne Neagle ddoe, yn colli'r cyfleoedd bywyd hynny. Yn sgil y ffaith nad yw'n ymddangos bod Llywodraeth y DU yn siŵr iawn beth i'w wneud â'r trafodaethau yn y dyfodol yn hyn o beth, a yw'n peri pryder i chi fel Gweinidog fod Senedd y DU - Llywodraeth y DU, mae'n ddrwg gennyf - wrth wrthod y gwelliant i barhau i gymryd rhan yn rhaglenni olynol Erasmus+ yr wythnos diwethaf yn Nhŷ'r Cyffredin, yn chwarae gwleidyddiaeth ideolegol gyda dyfodol addysg uwch? Oni fyddai'n arwain at fwy o ansicrwydd i brifysgolion a cholegau yma yng Nghymru ar ôl blynyddoedd o ansicrwydd beth bynnag o dan gysgod Brexit?
English: Thank you. Just to pick up on your first point about maternity leave, I'm sure that there will be lots of people who are pleased that I won't be rushing back. [ Laughter.] In terms of worst-case scenarios, I asked the First Minister yesterday, which you were here for, in terms of contingencies that can be made, specifically in terms of the possibility of further education and higher education institutions here working directly with European institutions. And so, can you tell me what discussions you've had with EU partners about doing that? I understand that we're not able to go into specific bilateral agreements between the UK and EU on education exchanges, but I suppose we could be looking at our own relationship building with higher education institutions across Europe, as I'm sure we are already doing, but having to do that in a bit more of a pressurised situation to ensure that an Erasmus+ programme would be able to continue. So, can you just give me an idea about what you're doing in that regard, and what contingency planning is in train?
Welsh: Diolch. I fynd ar ôl eich pwynt cyntaf am gyfnod mamolaeth, rwy'n siŵr y bydd llawer o bobl yn falch na fyddaf yn rhuthro yn ôl. [ Chwerthin. ] O ran senarios gwaethaf, gofynnais i'r Prif Weinidog ddoe, ac roeddech chi yma ar y pryd, ynglŷn â chynlluniau wrth gefn y gellir eu gwneud, yn benodol o ran y posibilrwydd o sefydliadau addysg bellach ac addysg uwch yma yn gweithio'n uniongyrchol gyda sefydliadau Ewropeaidd. Ac felly, a allwch ddweud wrthyf pa drafodaethau a gawsoch gyda phartneriaid yn yr UE ynglŷn â gwneud hynny? Rwy'n deall nad ydym yn gallu ymrwymo i gytundebau dwyochrog penodol rhwng y DU a'r UE ar deithiau cyfnewid addysgol, ond mae'n debyg y gallem edrych ar feithrin ein perthynas ein hunain â sefydliadau addysg uwch ledled Ewrop, fel rydym eisoes yn ei wneud rwy'n siŵr, ond rydym bellach o dan rywfaint o bwysau i sicrhau y byddai rhaglen Erasmus+ yn gallu parhau. Felly, a allwch roi syniad i mi o'r hyn rydych yn ei wneud yn hynny o beth, a pha gynlluniau wrth gefn sydd ar y gweill?
English: The Welsh Government and I have a hierarchy of preferences. Our preference is to continue to be able to participate on a UK basis in the full programme of Erasmus+. That is our preferred option, because we believe that there is strength in that brand, it is well understood, and it is aligned to the strategic goals that we would have as a Government. I am aware that the Westminster Government in English counterparts are potentially looking at a UK-wide scheme. That, I believe, is second best as it does not have - as I said - the recognition and the track record of the existing Erasmus scheme. I have had discussions with my Scottish counterpart and representatives of the civil service in Ireland to look at a Celtic scheme if there was no UK scheme available or the English Government was not willing to invest in this particular area. So, we're looking at that as well as having individual institutional conversations where our institutions in Wales are looking to secure partnerships with institutions across Europe. So, as you can see, there's a hierarchy. My real fear, from discussions that I have had, is that there could well be a replacement scheme on the education side, but I am very, very fearful for FE in particular and youth services in particular and about whether there are any guarantees or any likelihood of a UK Government seeing the value in that. So, I'm less concerned about universities, but I'm very concerned about the wider entirety of the programme.
Welsh: Mae gan Lywodraeth Cymru a minnau hierarchaeth o ddewisiadau. Ein dewis cyntaf yw parhau i allu cymryd rhan yn y rhaglen Erasmus+ lawn ar sail y DU. Dyna ein dewis cyntaf oherwydd credwn fod cryfder i'r brand hwnnw, mae'n ddealladwy, ac mae'n cyd-fynd â'r nodau strategol a fyddai gennym fel Llywodraeth. Rwy'n ymwybodol fod Llywodraeth San Steffan a swyddogion cyfatebol yn Lloegr yn edrych ar gynllun DU gyfan o bosibl. Mae hwnnw, rwy'n credu, yn ail ddewis gan nad oes iddo'r un gydnabyddiaeth a hanes - fel y dywedais - â'r cynllun Erasmus presennol. Rwyf wedi cael trafodaethau gyda fy swyddog cyfatebol yn yr Alban a chynrychiolwyr y gwasanaeth sifil yn Iwerddon i edrych ar gynllun Celtaidd os nad oedd cynllun DU ar gael neu os nad oedd Llywodraeth Lloegr yn fodlon buddsoddi yn y maes penodol hwn. Felly, rydym yn edrych ar hynny yn ogystal â chael sgyrsiau sefydliadol unigol lle mae ein sefydliadau yng Nghymru yn ceisio sicrhau partneriaethau â sefydliadau ledled Ewrop. Felly, fel y gallwch weld, mae yna hierarchaeth. Yr hyn rwy'n ei ofni fwyaf, yn dilyn y trafodaethau rwyf wedi'u cael, yw y gallai'n hawdd fod cynllun newydd i gymryd ei le ar yr ochr addysg, ond rwy'n ofnus iawn mewn perthynas ag addysg bellach yn enwedig, a gwasanaethau ieuenctid yn enwedig, ac ynglŷn ag a oes unrhyw warantau neu unrhyw debygolrwydd y bydd Llywodraeth y DU yn gweld gwerth yn hynny. Felly, rwy'n poeni llai am brifysgolion, ond rwy'n bryderus iawn am y rhaglen yn ehangach.
English: Well, curriculum, marketing, recruitment and retention of students is a matter for individual institutions and not a matter for the Government. We have delivered, during this Parliament, the fairest, most progressive and sustainable support system, I would argue, anywhere in the United Kingdom, which treats Welsh students very well. But also, I recognise that universities are major employers and vital to our local economy and many of our communities, and that's why we've moved to a more sustainable system of funding and why we will see Higher Education Funding Council for Wales's budget increase in 2020-21 considerably as we deliver on our Diamond reforms. But the courses that individual universities offer and their ability to market and recruit to those courses is rightly a matter for them.
Welsh: Wel, materion i sefydliadau unigol yw cwricwlwm, marchnata, recriwtio a chadw myfyrwyr ac nid mater i'r Llywodraeth. Yn ystod y Senedd hon, buaswn yn dadlau ein bod wedi cyflwyno'r system gymorth decaf, fwyaf blaengar a chynaliadwy yn y Deyrnas Unedig, system sy'n trin myfyrwyr Cymru yn dda iawn. Ond hefyd, rwy'n cydnabod bod prifysgolion yn gyflogwyr mawr a'u bod yn hanfodol i'n heconomi leol a llawer o'n cymunedau, a dyna pam rydym wedi symud i system ariannu fwy cynaliadwy a pham y byddwn yn gweld cyllideb Cyngor Cyllido Addysg Uwch Cymru yn cynyddu'n sylweddol yn 2020-21 wrth inni gyflawni ein diwygiadau Diamond. Ond mater i'r prifysgolion unigol yw'r cyrsiau y maent yn eu cynnig a'u gallu i farchnata a recriwtio myfyrwyr i'r cyrsiau hynny.
English: Thank you, Jayne. I'm committed to ensuring that autistic pupils in schools are effectively supported to overcome any barriers to learning that they may have. Our ambitious additional learning needs reforms will completely overhaul the existing system for supporting learners, and will drive improvements and raise awareness of ALN to ensure all learners achieve their full potential.
Welsh: Diolch, Jayne. Rwyf wedi ymrwymo i sicrhau bod disgyblion awtistig mewn ysgolion yn cael eu cynorthwyo'n effeithiol i oresgyn unrhyw rwystrau i ddysgu a allai fod ganddynt. Bydd ein diwygiadau anghenion dysgu ychwanegol uchelgeisiol yn ailwampio'r system bresennol ar gyfer cefnogi dysgwyr yn llwyr, a byddant yn sbarduno gwelliannau ac yn codi ymwybyddiaeth o ADY i sicrhau bod pob dysgwr yn cyflawni ei botensial llawn.
English: Thank you for that answer, Minister. There are around 700,000 adults and children on the autism spectrum in the UK, and if you include their families, autism is part of the daily life of 2.8 million people, yet it's still often misunderstood. I wanted to take this opportunity to highlight the latest measure that is happening in Gwent to raise awareness and to introduce the Minister and the Chamber to Moli, The Cow Who Moo She Was Different. Moli is autistic and her story is a wonderful new addition to primary schools and libraries across the region. The book aims to highlight the importance of embracing difference and how everyone has their own individual strengths. Launched at Newport's Serennu centre, Moli's story was developed by young people with autism and came about after Newport councillor Paul Cockeram was inspired by The Elephant Who Forgot, a book created by parents to raise awareness of dementia. This is the third book of its kind, with another two in the pipeline. The books are funded through ICF. These soft approaches to teaching children about what are often difficult subjects are simple and beautifully insightful. They're proving to be effective in addressing stigma, and I ask that the Minister look closely at these projects and see how these books could be rolled out so that, eventually, Moli's story can be one that all Welsh children would recognise.
Welsh: Diolch am yr ateb hwnnw, Weinidog. Mae tua 700,000 o oedolion a phlant ar y sbectrwm awtistiaeth yn y DU, ac os ydych yn cynnwys eu teuluoedd, mae awtistiaeth yn rhan o fywyd bob dydd 2.8 miliwn o bobl, ac eto mae'n dal i gael ei gamddeall yn aml. Roeddwn eisiau manteisio ar y cyfle hwn i dynnu sylw at y camau diweddaraf sydd ar waith yng Ngwent i godi ymwybyddiaeth ac i gyflwyno Moli i'r Gweinidog a'r Siambr: Moli, The Cow Who Moo She Was Different. Mae Moli yn awtistig ac mae ei stori yn ychwanegiad newydd gwych i ysgolion cynradd a llyfrgelloedd ar draws y rhanbarth. Nod y llyfr yw tynnu sylw at bwysigrwydd croesawu gwahaniaeth a sut y mae gan bawb eu cryfderau unigol eu hunain. Cafodd stori Moli ei lansio yng nghanolfan Serennu Casnewydd, ac fe'i datblygwyd gan bobl ifanc ag awtistiaeth. Daeth i fodolaeth ar ôl i gynghorydd o Gasnewydd, Paul Cockeram, gael ei ysbrydoli gan The Elephant Who Forgot, llyfr a grëwyd gan rieni i godi ymwybyddiaeth o ddementia. Dyma'r trydydd llyfr o'i fath, gyda dau arall ar y gweill. Caiff y llyfrau eu hariannu drwy'r Gronfa Gofal Integredig. Mae'r dulliau meddal hyn o addysgu plant am yr hyn sy'n aml yn bynciau anodd, yn syml ac yn hynod o dreiddgar. Maent yn effeithiol o ran mynd i'r afael â stigma, a gofynnaf i'r Gweinidog edrych yn fanwl ar y prosiectau hyn a gweld sut y gellid cyflwyno'r llyfrau hyn er mwyn i stori Moli fod yn un y byddai holl blant Cymru yn ei hadnabod yn y pen draw.