English: Thank you, Minister, for your statement today, expanding on the written statement published last week. I clearly welcome the emphasis on how we are focusing on those learners who are in poverty, and we do know that poverty affects attainment. We don't need to rehearse that - we're already aware of it. But, given the cost-of-living crisis specifically, we are seeing more and more learners being impacted in that way. You will be aware from your own visits to schools that schools are extremely concerned about pupils not being able to get to school because of travel costs - that's something that's been shared with us - the fact that some families can't afford electricity and food, and so on. There are also the interventions that schools have to make in terms of the problems that we have in terms of the CAMHS system and that perhaps they are using some of their funds to provide that practical support in schools at the moment. And I do think that assessing the well-being of our learners and the environment is just as important as all of the other things that we need to measure and assess. But, one of the things I would like to ask is: what will be the link between this system and the interventions that you as a Government will make in terms of tackling poverty and so on, as we do know that that does have an impact on attainment? And do you think that this will provide greater flexibility, because if you take a sampling approach rather than going through a more bureaucratic system, does that then mean that you will be able to be more agile as a Government as you respond to the cost-of-living crisis, as it affects more and more students? I'd be interested to know about that. And also, one of the things that we do hear very often from teachers, of course, is the workload issue. How do you see these changes affecting things for the better, perhaps, in terms of that issue, because clearly, with self-assessment and so on, that can be positive for schools because it's always a system where, if many people want to come in and there is that kind of scrutiny, then the workload is huge? So, do you see this as reducing teachers' workload or adding to it, and what additional training will be provided for those teachers and what support will be in place? And finally, if I may, I would be interested as you further develop this system, to have more information. But in terms of the interventions and support that I mentioned earlier, in terms of the outcomes for every learner, how will we learn, if this is a sampling approach, about the good practice developing in schools, because often, those schools may not be selected and they may be doing excellent work in this area? So, how will we continue to ensure that we learn from the best? There are all sorts of good examples. I was on a visit to Ysgol Nantgwyn in my region recently, and if you haven't had an opportunity I would really encourage you to go, because they know every single child in that school and their families and can provide the support and interventions necessary. But, they're greatly concerned because of their financial position, as they've spent every penny they had in supporting their learners during the pandemic and continue to do that. So, they're not one of these lucky schools that have large reserves, but certainly, there is good practice in terms of the support provided. So, how can we ensure that we continue to learn from the excellent work happening if we are taking a sampling approach?
Welsh: Diolch, Weinidog, am y datganiad heddiw, gan ehangu wrth gwrs ar y datganiad ysgrifenedig wythnos diwethaf. Dwi'n croesawu, yn amlwg, y pwyslais o ran sut rydyn ni'n canolbwyntio ar y dysgwyr hynny lle, ar y funud, rydyn ni'n gwybod bod tlodi yn effeithio ar eu cyrhaeddiant nhw. Does dim angen i fi ailadrodd - rydyn ni'n gwybod hynny'n barod. Ond, yn sgil yr argyfwng costau byw yn benodol, rydyn ni'n gweld mwy a mwy o ddysgwyr yn cael eu heffeithio felly. Byddwch chi'n gwybod o'ch ymweliadau chi ag ysgolion, ac ati, bod ysgolion yn bryderus dros ben o ran disgyblion yn methu cyrraedd yr ysgol oherwydd costau bws - mae hwnna'n rhywbeth sydd wedi cael ei rannu gyda ni - y ffaith bod teuluoedd yn methu fforddio trydan, ac ati, ac yn methu fforddio bwyd, a'r ymyrraeth hefyd y mae ysgolion yn gorfod ei roi o ran y problemau sydd gennym ni o ran system CAMHS o ran efallai eu bod nhw yn defnyddio peth o'u harian i roi'r gefnogaeth ymarferol hynny mewn ysgolion ar y funud. A dwi'n meddwl bod mesur lles ein dysgwyr ni, yr amgylchedd, yr un mor bwysig â'r holl bethau eraill rydyn ni angen eu mesur. Ond dwi'n meddwl un o'r pethau y buaswn i'n hoffi ei ofyn ydy: beth fydd y cysylltiad rhwng y system yma a'r ymyrraethau y byddwch chi'n eu gwneud fel Llywodraeth o ran taclo tlodi, ac ati, gan ein bod ni'n gwybod bod hwnnw'n effeithio ar gyrhaeddiant? Ac a ydych chi'n gweld bod hyn yn mynd i roi mwy o hyblygrwydd, oherwydd os ydych chi'n mynd efo'r peth o ran sampl yn hytrach, fel rydych chi'n dweud, na rhyw system fiwrocrataidd, ydy hwnna'n golygu wedyn eich bod chi'n mynd i allu bod yn fyw ystwyth fel Llywodraeth yn eich ymateb, wrth i'r argyfwng costau byw effeithio ar fwy a mwy o fyfyrwyr? Mae jest gen i ddiddordeb i wybod o ran hynny. Hefyd, un o'r pethau rydyn ni'n clywed, wrth gwrs, gan athrawon yn aml ydy o ran byrdwn llwyth gwaith. Sut ydych chi'n gweld y newidiadau hyn yn effeithio er gwell o ran y system yma, oherwydd yn amlwg, efo hunanasesu, ac ati, mae hwnna'n gallu bod yn bositif o ran ysgolion, oherwydd mae wastad yn system, os oes yna lot o bobl angen dod i mewn i ysgolion a bod y math yna o sgrwtini a chraffu, le mae'r llwyth gwaith yn aruthrol? Ydych chi'n gweld bod hyn yn mynd i fod yn rhan o leihau llwyth gwaith neu ychwanegu ato fo? A pha hyfforddiant ychwanegol bydd yn cael ei rhoi o ran yr athrawon a chefnogaeth o ran hyn? Ac yn olaf, os caf i, mi fuasai gen i ddiddordeb, wrth ichi ddatblygu'r system ymhellach, cael mwy o wybodaeth ac ati. Ond, o ran yr ymyrraethau, a gwnes i sôn am ymyrraethau a chefnogaeth ac ati, o ran deilliant pob dysgwr, sut byddwn ni hefyd yn dysgu, os mai sampl ydy hyn, o ran yr arfer da sy'n digwydd mewn ysgolion? Oherwydd, yn aml, efallai fyddai'r ysgol yna ddim yn cael ei dewis ond yn gwneud gwaith aruthrol o dda yn y maes yma. Wedyn, sut fyddwn ni'n dal i barhau i sicrhau ein bod ni'n dysgu o'r gorau, felly? Mae yna lu o enghreifftiau da. Mi fues i ar ymweliad i Ysgol Nantgwyn yn fy rhanbarth yn ddiweddar, ac os ydych chi heb gael cyfle fe fuaswn i wir yn eich annog chi i fynd. Maen nhw'n adnabod pob un plentyn yn yr ysgol yna a'u teuluoedd ac yn gallu rhoi'r gefnogaeth a'r ymyriadau ond yn poeni'n ddirfawr oherwydd y sefyllfa ariannol, gan eu bod nhw wedi gwario pob ceiniog oedd ganddyn nhw i gefnogi dysgwyr yn ystod y pandemig ac yn parhau i wneud hynny. Felly, dydyn nhw ddim yn un o'r ysgolion lwcus yma sydd efo llwyth o arian wrth gefn, ond yn sicr, arfer da o ran y gefnogaeth honno. Felly sut ydych chi'n gweld, efo ysgolion fel yna, ein bod ni'n dal i ddysgu o'r gwaith gwych sy'n digwydd os mai sampl rydyn ni'n mynd ar ei ôl? Diolch i chi.