English: The Member has made some very, very important points in her question there, and I'm glad to hear of the school of which she's a governor focusing so clearly on the importance of pupils being in school as the best environment in terms of their well-being, but, obviously, certainly the best environment in terms of their learning. We've been doing a significant piece of work in relation to absence, not solely to look at the data, which is, obviously, publicly available, but to drill down beneath that into the experiences of school, as to why pupils are perhaps persistently absent and the kind of more qualitative information that is essential for us to understand if we are to put in place the right responses as a Government to support schools in making sure that pupils come back to school. And some of that is around confidence in the sense of well-being in pupils, some of it is around - . You know, the last two years has been an experience where some families will have identified not being at school as part of the normal experience of a pupil. Well, that must not be allowed to take hold in the longer term, obviously. But that is not a short-term - . That is not a short-term challenge; I think we are going to need to be working on this consistently. The point that she made around how we assess how schools are performing - actually, part of what I was referring to in my statement is broadening how we look at this in terms of a school's performance, if you like, and moving away from looking simply at exam results and looking at questions to do with attendance and exclusion and health and well-being in a much more holistic way, which I think captures the kind of priorities that Jenny Rathbone was spelling out in her question.
Welsh: Fe wnaeth yr Aelod rai pwyntiau pwysig iawn yn ei chwestiwn hi yn y fan yna, ac rwy'n falch o'i chlywed hi'n sôn am yr ysgol y mae hi'n llywodraethwr ynddi sy'n canolbwyntio mor amlwg ar bwysigrwydd sicrhau bod disgyblion yn yr ysgol sy'n golygu'r amgylchedd gorau er eu llesiant nhw, ond, yn amlwg, yn sicr yr amgylchedd gorau o ran eu haddysg. Rydym ni wedi bod yn gwneud darn sylweddol o waith o ran absenoldeb, nid yn unig i ystyried y data, sydd, yn amlwg, ar gael i'r cyhoedd, ond i edrych yn fanylach na hynny ar brofiadau'r ysgol, o ran yr achosion i absenoldebau parhaus disgyblion yn ogystal â'r math o wybodaeth fwy ansoddol sy'n hanfodol i ni ei deall os ydym ni'n awyddus i roi'r ymatebion cywir ar waith fel Llywodraeth i gefnogi ysgolion a gwneud yn siŵr bod disgyblion yn dychwelyd i'r ysgol. Ac mae rhywfaint o hynny'n ymwneud â hyder yn ymdeimlad o lesiant y disgyblion, mae rhywfaint o hynny o amgylch - . Wyddoch chi, mae'r ddwy flynedd ddiwethaf wedi bod yn brofiad i rai teuluoedd o fod ag ymdeimlad o beidio â bod yn yr ysgol fel rhan o brofiad arferol disgybl. Wel, ni ddylid caniatáu i hynny wreiddio i'r tymor hwy, yn amlwg. Ond nid her fyrdymor yw honno - . Nid her fyrdymor mo honno; rwyf i o'r farn y bydd angen i ni fod yn gweithio ar hyn yn gyson. Mae'r pwynt a wnaeth hi ynglŷn â'n dull ni o asesu sut y mae ysgolion yn perfformio - mewn gwirionedd, rhan o'r hyn yr oeddwn i'n cyfeirio ato yn fy natganiad yw ehangu ar sut yr ydym ni'n edrych ar hyn o ran perfformiad ysgol, os hoffech chi, a symud oddi wrth edrych dim ond ar ganlyniadau arholiadau ac edrych ar gwestiynau sy'n ymwneud â phresenoldeb a gwahardd ac iechyd a llesiant mewn ffordd lawer mwy cyfannol, sydd, yn fy marn i, yn amlygu'r math o flaenoriaethau yr oedd Jenny Rathbone yn manylu arnyn nhw yn ei chwestiwn hi.