English: Thank you very much, Minister. I'm sure, like everybody in this Chamber, actually, we come across teachers who still tell us that workload is one of the main issues for them and the update we've had today will help us understand and perhaps ask them whether they've had the kind of support that you've just been talking about in the schools in which they teach, because I suppose one of the things that you'd be interested in finding out as well is whether the steps that have been taken to improve workload have made their way to the chalkface, so to speak. We have, as we know, a teacher recruitment problem perhaps verging on the threshold of crisis now - not unique to Wales, of course, but particularly acute in certain parts of Wales, as evidenced by difficulties we have with meeting the demand for supply teachers in certain parts of Wales. The Children, Young People and Education Committee certainly agreed with you in 2017 that workload was affecting the potential to teach to good standards, but also damaging the well-being of staff as well. That's why it recommended immediate work to establish the level that workload was a barrier to recruitment. Since then, of course, we've had the pay and conditions review as well, which you didn't mention in your statement, but I think it's pertinent to the general point. I'm a bit curious, though, why the managing workload and reducing bureaucracy group was only established in April this year and why it's only now that they've identified the need to carry out a sector-wide audit and to, if I understand this correctly, assess the impact of impact assessments. Do you wonder - ? Well, perhaps I wonder whether the delay has extended the period during which teacher recruitment is a challenge. Just on the point of the school business manager pilot, that of course was one of the actions that had some attention at the time. I'm not 100 per cent sure quite when the first managers went into the schools, but perhaps you can give us some indication of the reporting back that you've had during that time, as requested by the Children, Young People and Education Committee. Can you also tell us how much of that £1.28 million cost, which was earmarked for this work, has been spent and how straightforward it's been, particularly in the current climate, to get the local authorities to share that cost, as of course that was part of the original intention? I've spoken to teachers in my region who speak really, really highly of Hwb - so much so that some of the private schools, as you know, are very willing to pay to have access to that service as well. But what can you tell us about some of the other resources you've mentioned in your statement and the take-up for that and perhaps who's paying for those as well? In particular, I've got some concerns about this one-page guidance issued by Estyn to help teachers understand how to reduce their workload. The pay review concluded that it had fallen on stony ground, with teachers still working up to 50 hours a week and high rates of teacher absence. I guess I'm asking how the findings of the 2018 pay review, or pay and conditions review, have adjusted your priorities for reducing workload and bureaucracy and are they mitigating that extra work that is now being undertaken by teachers to make up for the staff that schools are letting go as a result of schools' core budget allocations having shrunk so considerably in these last couple of years? Because it would be disappointing, I'm sure you'd agree, for progress to be made in reducing workload only for that then to have to be rolled back simply because the number of teachers in schools has diminished. Briefly, because supply teachers are a big player in helping to reduce workload - we probably need another statement on this, but if you can just give us an indication about the work that's going on to retain supply teachers to build capacity within the workforce, if you like. And then finally, perhaps related to that, the preparation for the new curriculum. New entrants, of course, will be trained in this from the beginning, but you found £9 million last year and £15 million this year to prepare the existing workforce for the future. With the shortages of supply cover and shortages of in-school capacity now and an existing heavy workload, how can you be sure that, even though you might have found the money, the teachers are finding the time to become Donaldson ready? And, if teachers are already leaving because of high workload, I don't think that £24 million will stop them leaving, and I'm wondering then how you can explain how that money could be used to help teachers stay in the system, because I don't think the connection's being made, by the teachers that I've spoken to anyway, at the moment. Thank you.
Welsh: Diolch yn fawr iawn, Gweinidog. Rwy'n siŵr, fel pawb yn y Siambr hon, mewn gwirionedd, ein bod ni'n gweld athrawon sy'n parhau i ddweud wrthym ni mai'r llwyth gwaith yw un o'r materion pwysicaf iddyn nhw a bydd y diweddariad a gawsom ni heddiw yn ein helpu i ddeall ac efallai'n gofyn iddyn nhw pa un a ydyn nhw wedi cael y math o gymorth yr ydych chi wedi bod yn sôn amdano yn yr ysgolion lle maen nhw'n dysgu, oherwydd mae'n debyg mai un o'r pethau y byddai gennych chi ddiddordeb ynddo hefyd yw pa un a yw'r camau sydd wedi eu cymryd i wella'r llwyth gwaith wedi mynd i wraidd pethau, fel petai. Fel y gwyddom ni, mae gennym ni broblem recriwtio athrawon yn ymylu ar drothwy argyfwng ar hyn o bryd - nid yn unigryw i Gymru, wrth gwrs, ond yn arbennig o ddifrifol mewn rhai rhannau yng Nghymru, fel y dengys yr anawsterau sydd gennym ni o ran ateb y galw am athrawon cyflenwi mewn rhannau arbennig o Gymru. Yn sicr, cytunodd y Pwyllgor Plant, Pobl ifanc ac Addysg â chi yn 2017 fod y llwyth gwaith yn effeithio ar y potensial i addysgu i safonau da, ond ei fod yn niweidio lles staff hefyd. Dyna pam yr argymhellodd waith ar unwaith i sefydlu'r lefel y mae llwyth gwaith yn rhwystr i recriwtio. Ers hynny, wrth gwrs, rydym ni wedi cael yr adolygiad cyflogau ac amodau hefyd, na wnaethoch chi sôn amdano yn eich datganiad, ond rwyf i o'r farn ei fod yn berthnasol i'r pwynt cyffredinol. Hoffwn i wybod, er hynny, pam mai dim ond ym mis Ebrill y sefydlwyd y grŵp rheoli llwyth gwaith a lleihau biwrocratiaeth a pham mai dim ond nawr y mae wedi nodi'r angen i gynnal archwiliad ar draws y sector ac, os wyf i'n deall hyn yn iawn, asesu effaith asesiadau o effaith. Ydych chi'n meddwl tybed - ? Wel, efallai fy mod i'n meddwl tybed a yw'r oedi wedi ymestyn y cyfnod pryd y bydd hi'n her i recriwtio athrawon. Dim ond ar bwynt y cynllun arbrofol rheolwyr busnes ysgolion, roedd hwnnw wrth gwrs yn un o'r camau a gafodd rywfaint o sylw ar y pryd. Nid wyf i gant y cant yn siŵr pryd yn union yr aeth y rheolwyr cyntaf i'r ysgolion, ond efallai y gallwch chi roi rhyw syniad i ni o'r adrodd yn ôl a gawsoch chi yn ystod y cyfnod hwnnw, yn unol â chais y Pwyllgor Plant, Pobl ifanc ac Addysg. A wnewch chi ddweud wrthym ni hefyd faint o'r gost honno o £1.28 miliwn a glustnodwyd ar gyfer y gwaith hwn, sydd wedi cael ei wario a pha mor rhwydd y bu hi, yn enwedig yn yr hinsawdd sydd ohoni, i gael yr awdurdodau lleol i rannu'r gost honno, gan fod hynny, wrth gwrs, yn rhan o'r hyn a fwriadwyd yn wreiddiol? Rwyf i wedi siarad ag athrawon yn fy rhanbarth i sy'n canmol Hwb i'r entrychion - i'r fath raddau fel bod rhai o'r ysgolion preifat, fel y gwyddoch chi, yn awyddus iawn i dalu i gael defnyddio'r gwasanaeth hwnnw hefyd. Ond beth allwch chi ei ddweud wrthym ni am rai o'r adnoddau eraill yr ydych chi wedi sôn amdanyn nhw yn eich datganiad a'r niferoedd sy'n manteisio ar hynny ac efallai pwy sy'n talu am y rhain hefyd? Yn arbennig, mae gen i rai pryderon am y canllawiau un dudalen hyn a gyhoeddwyd gan Estyn i helpu athrawon i ddeall sut i leihau eu llwyth gwaith. Daeth yr adolygiad o gyflogau i'r casgliad ei fod wedi syrthio ar dir caregog, ac athrawon yn parhau i weithio hyd at 50 awr yr wythnos a chyfraddau uchel o absenoldeb athrawon. Mae'n debyg mai'r hyn yr wyf i'n ei ofyn yw sut mae canfyddiadau adolygiad cyflog 2018, neu'r adolygiad o gyflogau ac amodau, wedi addasu eich blaenoriaethau wrth leihau llwyth gwaith a biwrocratiaeth ac a ydyn nhw'n ysgafnhau'r gwaith ychwanegol y mae athrawon yn ei wneud ar hyn o bryd i lenwi bwlch y staff sydd wedi cael eu diswyddo gan ysgolion o ganlyniad i ddyraniadau cyllidebau craidd ysgolion yn crebachu i'r fath raddau yn yr ychydig flynyddoedd diwethaf? Oherwydd byddai'n siomedig, rwy'n siŵr y byddech chi'n cytuno, i symud ymlaen wrth leihau'r llwyth gwaith ddim ond i hynny gael ei ddadwneud am y rheswm syml bod nifer yr athrawon mewn ysgolion wedi lleihau. Yn gryno, gan fod athrawon cyflenwi yn chwarae rhan fawr wrth helpu i leihau llwyth gwaith - mae'n debyg bod angen datganiad arall am hynny arnom ni, ond pe gallech chi roi syniad i ni am y gwaith sy'n mynd rhagddo i gadw athrawon cyflenwi er mwyn meithrin cynhwysiant o fewn y gweithlu, os mynnwch chi. Ac yna'n olaf, yn gysylltiedig â hynny efallai, y paratoadau ar gyfer y cwricwlwm newydd. Bydd newydd-ddyfodiaid, wrth gwrs, yn cael eu hyfforddi yn hyn o'r dechrau, ond fe wnaethoch chi ganfod £9 miliwn y llynedd a £15 miliwn eleni i baratoi'r gweithlu presennol tuag at y dyfodol. Gyda phrinder staff cyflenwi a phrinder maint yn yr ysgolion nawr a'r llwyth gwaith trwm sy'n bodoli eisoes, sut y gallwch chi fod yn siŵr, er eich bod wedi dod o hyd i'r arian efallai, bod yr athrawon yn gallu dod o hyd i'r amser i fod yn barod am Donaldson? Ac, os yw athrawon yn gadael eisoes oherwydd llwyth gwaith uchel, nid wyf i'n credu y bydd £24 miliwn yn eu hatal nhw rhag gadael, ac rwy'n meddwl tybed wedyn sut y gallwch chi egluro sut y gellid defnyddio'r arian hwnnw i helpu athrawon i aros yn y system, oherwydd nid wyf i'n credu bod y cysylltiad yn cael ei wneud, gan yr athrawon yr wyf i wedi siarad â nhw beth bynnag, ar hyn o bryd. Diolch.