techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Good morning. I extend a very warm welcome to Members to this meeting of the Culture, Communications, Welsh Language, Sport, and International Relations Committee. Our first session is the start of our inquiry into Welsh in education strategic plans. This is very exciting, because it's a joint inquiry with the Children, Young People, and Education Committee, and we're very pleased to welcome Sioned Williams and Buffy Williams in joining us this morning. I'm very happy to be chairing this first joint inquiry of the sixth Senedd, and I hope that we can set a precedent for others to follow. So, this is really exciting. Do any Members have any declarations of interest, please? I don't see any. That's fantastic.
Welsh: Bore da. Dyma estyn croeso i'r Aelodau i'r cyfarfod hwn o'r Pwyllgor Diwylliant, Cyfathrebu, y Gymraeg, Chwaraeon, a Chysylltiadau Rhyngwladol. Ein sesiwn gyntaf yw dechrau ein hymchwiliad i gynlluniau strategol Cymraeg mewn addysg. Mae hyn yn rhywbeth cyffrous, achos mae'n ymchwiliad ar y cyd â'r Pwyllgor Plant, Pobl Ifanc ac Addysg, ac rydym ni'n falch iawn o groesawu Sioned Williams a Buffy Williams i fod yma gyda ni y bore yma. Rwy'n hapus i fod yn cadeirio ymchwiliad cyntaf ar y cyd y chweched Senedd, ac rwy'n gobeithio y byddwn ni'n gallu gosod cynsail i eraill ei ddilyn yn hyn. Felly, mae hyn yn rhywbeth rili cyffrous. Oes gan unrhyw Aelodau fuddiannau i'w datgan, os gwelwch yn dda? Dwi ddim yn gweld bod, felly mae hynny'n ffantastig.
English: We'll move straight on to item 2, which is the inquiry into Welsh in education strategic plans. May I ask the witnesses to introduce themselves for the record, please? I'll come to Clive first.
Welsh: Fe wnawn ni symud ymlaen yn syth at eitem 2, sef ymchwiliad i gynlluniau strategol Cymraeg mewn addysg. Gaf i ofyn i'r tystion gyflwyno eu hunain ar gyfer y record, plis? Fe wnaf i ddod at Clive yn gyntaf.
English: Good morning. Arwyn Thomas representing the regions and the education partnerships.
Welsh: Bore da. Arwyn Thomas yn cynrychioli y rhanbarthau a'r partneriaethau addysg.
English: Fantastic. Thank you very much. We'll move straight to questions if you're content to do so, and we will go first of all to Alun Davies.
Welsh: Ffantastig. Diolch yn fawr iawn. Fe wnawn ni symud yn syth at y cwestiynau, os ydych chi i gyd yn hapus i wneud, ac fe wnawn ni fynd yn gyntaf at Alun Davies.
English: Thank you. May I ask the witnesses whether they think that the framework and the structure of the WESPs is adequate to meet the target of a million Welsh speakers?
Welsh: Diolch yn fawr. Gaf i ofyn i'r tystion ydyn nhw'n meddwl bod fframwaith a strwythur y WESPs yn ddigonol i gyrraedd y targed o filiwn o siaradwyr?
English: No-one. Does that answer the question?
Welsh: Neb. Ydy hynny'n ateb y cwestiwn?
English: Good morning, Alun. We responded to each of the WESPs that were submitted by the authorities and, certainly, we saw that the structure of presenting plans over a period of 10 years was beneficial, and that allows longer term planning. At best, we've seen that there is an ambition and careful thinking and planning by authorities in this sense, and that roles for fora as well as joint working among stakeholders are central to some of the best plans that have been submitted. There is variation - variation with regard to quality and ambition. At best, an authority such as Ceredigion is very keen to move, for example, their secondary schools along the continuum of school categories, and move six of their seven schools to category 3, which is very significant in terms of ambition and is going to make a significant difference, I think, to the provision in the county. Other local authorities share vision and ambition in a similar manner, for example Gwynedd and Môn, but perhaps without the certainty of operation that Ceredigion has. So, at best, I would say and tell you, currently, that some authorities, certainly, have taken the opportunity and that there are signs that this will contribute well to the ambition of 2050, but there are great differences and great variations in the plans.
Welsh: Bore da, Alun. Fe wnaethon ymateb i bob un o'r cynlluniau strategol a gyflwynwyd gan yr awdurdodau ac, yn sicr, fe welon ni bod y strwythur o gyflwyno cynlluniau dros 10 mlynedd wedi bod yn fuddiol, ac mae hynny'n caniatáu cynllunio mwy hirdymor. Ar y gorau, rŷn ni wedi gweld bod yna uchelgais, ôl meddwl a chynllunio gofalus gan yr awdurdodau, a bod rolau i fforymau ynghyd â chydweithio ymhlith rhanddeiliaid yn ganolog i'r rhai gorau sydd wedi cael eu cyflwyno. Mae yna amrywiaeth - amrywiaeth ynglŷn ag ansawdd ac uchelgais. Ar y gorau, mae awdurdod fel Ceredigion yn awyddus iawn i symud, er enghraifft, eu hysgolion uwchradd nhw ar hyd y continwwm o'r categorïau ysgol, a symud chwech o'u saith ysgol i gategori 3, sydd yn arwyddocaol iawn o ran ei uchelgais ac sydd yn mynd i wneud gwahaniaeth arwyddocaol, dwi'n credu, i'r ddarpariaeth yn y sir. Rhai awdurdodau eraill yn rhannu gweledigaeth ac uchelgais tebyg, er enghraifft Gwynedd a Môn, felly, ond heb y sicrwydd gweithredu, efallai, sydd gan Geredigion. Felly, ar y gorau, byddwn i'n dweud wrthych chi ar hyn o bryd fod rhai awdurdodau yn sicr wedi cymryd y cyfle a bod yna arwyddion y bydd hwn yn cyfrannu'n dda at uchelgais 2050, ond mae yna wahaniaethau mawr ac amrywiaethau mawr yn y cynlluniau.
English: Can I just cut across there, please? The question was whether the structure and the framework of the WESPs are sufficient. And what you've done is describe the variation in WESPs across the nation. Now, that tells me that the structure isn't sufficient because it enables local authorities to fail and to fail to reach the kinds of targets and quality that we need. So, that suggests to me that the WESPs as a policy and as a framework aren't sufficient.
Welsh: Gaf i dorri ar eich traws chi yn fanna? Y cwestiwn oedd: ydy strwythur a fframwaith y WESPs yn ddigonol? A beth rŷch chi wedi ei wneud yw disgrifio'r amrywiaeth yn y WESPs ar draws y wlad. Nawr, mae hynny'n dweud wrthyf i fod y strwythur ddim yn ddigonol oherwydd mae'n caniatáu i awdurdodau lleol fethu a ffaelu cyrraedd y math o dargedau ac ansawdd rŷn ni eu hangen. So, mae hynny'n awgrymu i fi bod WESPs fel polisi, fel fframwaith, ddim yn ddigonol.
English: That's where I was getting to. I think there's a need to strengthen the legal framework, the legislation, for the WESPs, to strengthen them and to make them stronger and more empowered, and to raise the bar, perhaps, in the local authorities that haven't taken advantage of this opportunity to plan strategically over the next 10 years.
Welsh: Dyna le'r oeddwn i'n cyrraedd ato, Alun. Ie, dwi'n credu bod angen cryfhau'r sail gyfreithiol, y ddeddfwriaeth yn ôl y WESPs yma, i'w gwneud nhw'n gryfach ac yn fwy grymusol, ac i godi'r bar, er enghraifft, yn yr awdurdodau, efallai, sydd ddim wedi cymryd y cyfle hyd yma i fanteisio ar y cyfle hwn i gynllunio'n strategol dros y 10 mlynedd nesaf.
English: Yes, if I may come in, just to echo some of the things that Clive said and go back to Alun's original question, it appears that we need to implement these plans. I would ask the question about whether we are clear about the definition of a Welsh speaker in the first instance. I think that we talk about this shift towards a million Welsh speakers, but there are different definitions of a Welsh speaker and what a Welsh speaker is at age seven, 11, 14 and so on, throughout the school ages, where we're used to measuring pupil progress. So, we need greater clarity with regard to the definition of speakers. Returning to Alun's question about the million Welsh speakers, are we clear about whether this is ambition, an aim appetite or a real target in terms of a million Welsh speakers? Then you bring it down to the framework level -
Welsh: Ie, os caf i ddod i mewn i ategu rhai o'r pethau yr oedd Clive yn eu dweud, ac i fynd nôl i gwestiwn Alun, mae'n debyg ein bod ni eisiau gosod y cynlluniau yma hefyd, onid oes? Buaswn i'n gofyn y cwestiwn: a ydyn ni'n glir beth ydy ein diffiniad ni o siaradwr Cymraeg yn y lle cyntaf? Rydyn ni'n sôn am tuag at filiwn o siaradwyr, ac mae siaradwr Cymraeg - . Mae yna ddiffiniadau gwahanol o beth ydy siaradwr, a beth ydy siaradwr yn saith, 11, 14 ac yn y blaen, drwy'r oedrannau ysgol, lle rydyn ni wedi bod yn arfer mesur cynnydd disgyblion. Felly, mae angen mwy o eglurder o beth ydy ein diffiniad ni o siaradwyr. Ac yn ôl i gwestiwn Alun am y filiwn, ydyn ni'n glir ai uchelgais, nod, abwyd neu darged real ydy'r filiwn o siaradwyr? Wedyn, dŷn ni'n dod â fo lawr i'r fframweithiau eu hunain -
English: Before Alun comes back, Enlli or Hayden, would you like to add anything?
Welsh: Cyn bod Alun yn dod nôl, Enlli neu Hayden, a oeddech chi eisiau ychwanegu unrhyw beth?
English: I haven't seen the latest WESPs, so I can't respond to what has been offered as content. But I just want to ask the question: is there sufficient encouragement, perhaps, to plan on a more holistic basis, where that planning gets to the core of what some of the reasons are regarding why some pupils don't develop with the Welsh language when the opportunity is there? It's one thing to provide the opportunity and give children the Welsh language, but it's another thing to ensure that children have - well, in English you'd say the attitude and motivation, those elements that are a core part of developing language skills. And very often, those skills are forgotten in the plans. So, as I said, I haven't seen the current WESPs, so I don't know to what extent there is a sufficient emphasis being placed on that infrastructure that is necessary in order to develop these children educationally in the Welsh language.
Welsh: Dydw i heb weld y WESPs diweddaraf, felly dydw i ddim yn gallu ymateb i beth sydd wedi cael ei gynnig fel cynnwys. Ond, jest eisiau gofyn y cwestiwn ydw i: a oes yna ddigon o annogaeth, efallai, i gynllunio ar sail fwy holistaidd, lle mae'r cynllunio yna yn mynd i wraidd beth ydy rhai o'r rhesymau pam dydy rhai disgyblion ddim yn datblygu efo'r Gymraeg pan fydd y cyfle yna i fedru gwneud? Un peth ydy rhoi'r cyfle a rhoi'r Gymraeg i blant, peth arall ydy sicrhau bod y plant efo'r - wel, yn Saesneg buasech chi'n dweud attitude, motivation, yr elfennau hynny i gyd sydd yn rhan greiddiol o fod yn datblygu sgiliau iaith. Ac yn aml iawn, mae'r sgiliau yna yn cael eu hanghofio yn y cynlluniau. Felly, fel dwi'n ei ddweud, dwi heb weld y cynlluniau cyfredol, felly dydw i ddim yn gwybod i ba raddau mae yna bwyslais digonol yn cael ei roi ar y seilwaith yna sy'n angenrheidiol er mwyn gallu datblygu'r plant yn addysgol, wedyn, drwy'r Gymraeg.
English: Thank you. So, we have seen some local authorities successfully putting forward WESPs that do work and some failing, and I presume that the majority of the others are somewhere in the middle. And it's clear from your responses that the current legislation is failing. So, local authorities are failing because they aren't being compelled by Government to ensure that the WESPs are adequate. So, how would you, as experts in this field, change the system to require local authorities to plan in a way that is stronger, and that contributes towards the targets that we've set?
Welsh: Reit, ocê. Diolch. So, dŷn ni wedi gweld rhai awdurdodau lleol yn llwyddo i gyflwyno WESPs sydd yn gweithio a rhai yn methu, a dwi'n cymryd bod y rhan fwyaf ohonyn nhw rhywle yn y canol. Mae'n amlwg o'ch atebion bod y ddeddfwriaeth bresennol yn methu. So, mae awdurdodau lleol yn methu oherwydd dydyn nhw ddim yn cael eu gorfodi gan y Llywodraeth i sicrhau WESPs digonol. So, sut y buasech chi, fel arbenigwyr, yn newid y system i orfodi awdurdodau lleol i gynllunio mewn ffordd sydd yn gryfach, ac sy'n cyfrannu at gyrraedd y targedau sydd gyda ni?
English: One of the main weaknesses, I think, in the current plans is that there's not enough attention in the plans to develop provision in English-medium schools. To reach the 2050 targets, there will be a need for a high percentage of pupils who leave English-medium schools to be fluent in the Welsh language as well in order to meet those targets, as I said. So, there is a need to transform the way that Welsh is taught in English-medium schools, primarily. The proposed curriculum places an emphasis on the oral element, as we know, in order to create and nurture Welsh speakers. But, there is a need also to provide opportunities for those learners to use the language in different contexts in order for them to become confident and strong Welsh speakers, and so forth. It's not clear currently what the national strategy is to promote this, and there, I think, is one of the main weaknesses regarding the current plans. Getting clarity on that would be key, and perhaps legislation around that to see how schools are going to move across the language category, and expectations regarding expanding provision in English-medium schools, in the secondary sector, mainly. So, that's how I see some of the main challenges, Alun, in moving this forward.
Welsh: Un o'r prif wendidau, rwy'n credu, yn y cynlluniau presennol yw nad oes digon o sylw yn y cynlluniau i ehangu'r ddarpariaeth yn yr ysgolion cyfrwng Saesneg. Er mwyn cyrraedd targedau 2050, bydd angen i ganran uchel o ddisgyblion sy'n gadael ysgolion cyfrwng Saesneg i fod yn rhugl hefyd yn y Gymraeg er mwyn cwrdd â'r targedau yna, fel y dywedais i. Felly, mae angen gweddnewid sut mae'r Gymraeg yn cael ei haddysgu mewn ysgolion cyfrwng Saesneg, yn bennaf. Mae'r cwricwlwm arfaethedig yn rhoi pwyslais ar yr elfen lafar, fel rŷm ni'n gwybod, er mwyn creu a meithrin siaradwyr. Ond, mae angen hefyd rhoi cyfleoedd i'r dysgwyr yna i ddefnyddio'r iaith mewn cyd-destunau gwahanol er mwyn iddyn nhw ddod yn siaradwyr cadarn, hyderus, ac yn y blaen. Nid yw'n eglur ar hyn o bryd beth yw'r strategaeth genedlaethol i hyrwyddo hyn, a fanna, dwi'n credu, yw un o'r prif wendidau ynglŷn â'r cynlluniau presennol. Byddai cael eglurder ynglŷn â hynny yn allweddol, a deddfwriaeth efallai o gwmpas hynny o ran sut mae ysgolion hefyd yn mynd i symud ar hyd y categori iaith, a disgwyliadau ynglŷn ag ehangu'r ddarpariaeth mewn ysgolion cyfrwng Saesneg, yn yr uwchradd yn bennaf. Felly, dyna fel dwi'n gweld, Alun, un o'r prif heriau i symud hwn ymlaen.
English: Thank you for that, Arwyn. Regarding the workforce, we will go into that in more detail later on in the session. That is certainly something that we would want to hear more about later on. Hayden or Enlli, would you like to add anything? Everybody doesn't have to come in on every question, but you're more than welcome to.
Welsh: Diolch am hynny, Arwyn. Ar y gweithlu, byddwn ni'n mynd i mewn i fwy o fanylder am hynny yn hwyrach ymlaen yn y sesiwn. Mae hynny'n rhywbeth yn sicr y byddwn ni eisiau clywed mwy amdano fe yn hwyrach ymlaen. Diolch am hynny. Oedd Hayden neu Enlli eisiau ychwanegu unrhyw beth? Does dim rhaid i bawb ddod i mewn ar bob cwestiwn o gwbl, ond os oedd unrhyw beth, croeso ichi wneud.
English: Regarding the legislation, I think there is a way of strengthening the legislation to promote the attempt to achieve more Welsh speakers. For example, for school reorganisation, having legislation in place, tying any reorganisation to the WESPs of that local authority and to have that connection clear, that both of those issues run together, would be a bait for local authorities to ensure that, for any plans they have to open new schools or to reorganise in a different manner, the funding follows the desire and the targets that they have in their strategic plans. That's one example, perhaps, where legislation could assist and strengthen the impact of the WESPs.
Welsh: Ynglŷn â'r ddeddfwriaeth, dwi'n credu bod yna le i gryfhau'r ddeddfwriaeth i hyrwyddo ac i hybu yr ymgais i gael mwy o siaradwyr Cymraeg. Er enghraifft, mae cod ar gyfer ad-drefnu ysgolion a byddai cael deddfwriaeth sy'n clymu unrhyw ad-drefnu ysgolion gyda chynllun strategol y Gymraeg mewn addysg yr awdurdod hynny, i gael y cyswllt yna'n glir, a bod y ddau beth yna'n cydredeg, yn gymorth ac yn abwyd i awdurdodau wneud yn siŵr bod unrhyw gynlluniau sydd ganddyn nhw i agor ysgolion newydd neu i ad-drefnu mewn ffyrdd gwahanol - bod y cyllid yn dilyn yr awydd a'r targedau sydd ganddyn nhw yn eu cynlluniau strategol. Dyna un enghraifft, efallai, lle y gallai deddfwriaeth gynorthwyo a chryfhau effaith y cynlluniau strategol Cymraeg mewn addysg.
English: Okay. Thank you for that. Apologies, because of time, I am aware now that we'll have to move on, if Alun is happy for us to do so. So, we'll go to Heledd Fychan.
Welsh: Ocê. Diolch am hynna, Clive. Mae'n flin gen i, oherwydd amser, dwi'n ymwybodol nawr y bydd yn rhaid inni symud ymlaen, os ydy Alun yn hapus inni wneud hynny. Felly, gwnawn ni fynd at Heledd Fychan.
English: Thank you very much, and good morning. Thank you for joining us today. You've referred to this already in some of your evidence, but I just wanted to understand better, please, how local authorities have been engaging with you as key partners in terms of the draft WESP process. And do you think that this process has improved or is there room for further improvement? I don't know who wants to go first.
Welsh: Diolch yn fawr iawn ichi, a bore da. Diolch am ymuno â ni heddiw. Dŷch chi wedi cyfeirio at hyn yn barod ym mheth o'ch tystiolaeth, ond dwi jest eisiau deall yn well, os gwelwch yn dda, sut y mae awdurdodau lleol wedi bod yn ymgysylltu â chi fel partneriaid allweddol o ran proses ddrafft y cynlluniau strategol Cymraeg mewn addysg. Ac ydych chi'n meddwl bod y broses yma wedi gwella, neu oes yna le i wella ymhellach? Dwi ddim yn gwybod pwy sydd eisiau mynd gyntaf.
English: Thank you. Does anybody else want to come in on that? I don't know, Hayden, in terms of the workforce, do you feel that there is sufficient engagement and collaboration with the workforce?
Welsh: Diolch. A oes yna rywun arall eisiau dod mewn? Dwi ddim yn gwybod, Hayden, o ran y gweithlu, ydych chi'n teimlo bod yna ddigon o ymgysylltu a chydweithio efo'r gweithlu?
English: On an operational level in the authorities, I think the language fora have had an influence in some local authorities regarding engagement with stakeholders, and influencing the content of the WESPs. I think one of the ones that we've recognised as being one of the strongest ones is Newport, where certainly the way that they have assisted the authority to present a plan that is very worthy of the context and situation in Newport at present. So, where the fora are effective, that does provide assistance to ensure that these plans are fit for purpose.
Welsh: Ar lefel weithredol yn yr awdurdodau, dwi'n credu bod y fforymau iaith wedi cael dylanwad mewn rhai awdurdodau o ran ymgysylltu gyda gwahanol randdeiliaid, a dylanwadu ar gynnwys y cynlluniau addysg. Dwi'n credu mai un o'r rhai rŷn ni wedi adnabod fel un o'r rhai clyfar, efallai, yw Casnewydd, yn bendant - y ffordd maen nhw wedi cynorthwyo'r awdurdod i gyflwyno cynllun sy'n deilwng iawn o'r cyd-destun a'r sefyllfa yng Nghasnewydd ar hyn o bryd. Felly, lle mae'r fforymau yn effeithiol, mae hwnna yn gymorth hefyd i sicrhau bod y cynlluniau yma yn addas i bwrpas.
English: Thank you. I'd like to hear from Enlli. I know it's slightly different in terms of the research there, but clearly there is an important role for research and the role of universities and so on, which play a role in terms of teaching and training for the future. Do you think that we are doing enough, or perhaps missing opportunities in terms of improving Welsh-medium provision because there isn't enough engagement with all stakeholders, such as universities?
Welsh: Diolch. Mi fuaswn i'n hoffi clywed gan Enlli. Dwi'n gwybod ei fod ychydig bach yn wahanol o ran yr ymchwil fan yna, ond yn amlwg mae yna rôl bwysig o ran ymchwil a rôl prifysgolion ac ati, sydd yn chwarae rôl o ran addysgu a hyfforddi i'r dyfodol. Ydych chi'n meddwl ein bod ni'n gwneud digon, neu efallai'n colli cyfleoedd o ran gwella darpariaeth cyfrwng Cymraeg oherwydd bod yna ddim digon o gydweithio ac ymgysylltu effeithiol gyda'r holl randdeiliaid, megis prifysgolion?
English: I think it is fair to say that there has been great progress in the last few years in terms of the close working between universities and schools through the consortia et cetera. So, there is quite a robust network developing in that regard, and I think it is key that that happens. There are different projects ongoing, and what is clear to me is that there's a lot of information, a lot of evidence about the effectiveness of some teaching methods that encourage language skills, because that's what we're talking about today, that perhaps aren't something that teachers are aware of, because they are teachers, not researchers. They don't come across that information. So, it is key, I think, that that collaboration happens, and as I say, it has improved, but there is room to go further with that. And as I said, and I'll say it again, I do think that forgetting about how important ensuring that children are confident and that they have the attitude and the incentives regarding the Welsh language are completely key if anything from these WESPs are going to work.
Welsh: Mae o'n deg dweud, dwi'n meddwl, fod yna gynnydd aruthrol wedi bod yn yr ychydig flynyddoedd diwethaf o ran y gweithio'n agos sydd yna rhwng prifysgolion ac ysgolion drwy'r consortia ac yn y blaen. Felly, mae yna rwydwaith eithaf cadarn yn datblygu yn hynny o beth, a dwi'n meddwl ei fod o'n allweddol bod hynny yn digwydd. Mae yna brojectau gwahanol yn mynd ymlaen ar hyn o bryd, a beth sydd yn amlwg i mi ydy bod yna lot o wybodaeth, lot o dystiolaeth am effeithiolrwydd rhai dulliau addysgu ac yn y blaen, sydd yn hybu sgiliau iaith yn benodol, gan mai dyna dŷn ni'n ei drafod heddiw, sydd efallai ddim yn rhywbeth mae athrawon yn ymwybodol ohonyn nhw, achos mai athrawon ydyn nhw, nid ymchwilwyr. Felly, dydyn nhw ddim wedi dod ar draws y wybodaeth yna. Mae'n allweddol, dwi'n meddwl, fod y cydweithio yna yn digwydd, ac fel dwi'n dweud, dŷn ni wedi gwella ond mae yna le i fynd ymhellach eto efo hynny. Ac fel dwi'n dweud, ac fe wnaf ei ddweud o eto, dwi yn meddwl bod anghofio am ba mor allweddol ydy sicrhau bod y plant yn hyderus, bod yr agwedd gywir ganddyn nhw a'r cymhelliant ar gyfer ymwneud efo'r Gymraeg yn hollol allweddol os oes yna unrhyw beth o'r cynlluniau wedyn yn mynd i weithio.
English: Thank you. Some local authorities have disengaged from the consortia. So, what is the view in terms of how they could engage with regard to their data when they have disengaged from the process? Or how could that situation be improved? Does anybody want to come in on that? Clive.
Welsh: Diolch. Mae rhai awdurdodau lleol wedi datgysylltu o'r consortia. Sut ydyn nhw, felly - ? Pa ddadleuon byddwn ni'n gallu eu gweld o ran sut maen nhw'n ymgysylltu o ran eu data pan maen nhw wedi datgysylltu? Neu sut mae hwnna'n gallu gwella? Oes unrhyw un eisiau - ? Ie, Clive.
English: In terms of those authorities that have disengaged with their consortia, they receive the data - that is quite accessible for them anyway. And as we've noted in our response, and as Arwyn has mentioned, the consortia haven't had much influence, perhaps, on the process of supporting authorities to draw up these plans anyway. So, I don't think, in this context, that it hasn't been beneficial, from what we've seen anyway.
Welsh: O ran yr awdurdodau sydd wedi datgysylltu o'u consortia, maen nhw'n derbyn y data - mae hwnna'n ddigon hygyrch iddyn nhw beth bynnag. Fel rŷn ni wedi nodi yn ein hymateb ni, ac fel mae Arwyn wedi sôn, bach iawn o ddylanwad, efallai, mae'r consortia wedi'i gael yn y broses o gynorthwyo'r awdurdodau i roi'r cynlluniau yma at ei gilydd beth bynnag. Felly, dwi ddim yn credu, yn y cyd-destun hyn, ei fod e wedi bod yn anfanteisiol, o beth rŷn ni wedi'i weld beth bynnag.
English: Who wants to go first on this? If there's anything that you want to add to what's been said already, you may. No, you're all - .
Welsh: Pwy fyddai eisiau mynd yn gyntaf ar hyn? Os oes yna bethau dŷch chi eisiau eu hychwanegu i'r hyn sydd wedi cael ei ddweud yn barod - . Na, dŷch chi gyd yn - .