English: Thank you very much, and I move those amendments. Thank you very much for the opportunity to discuss the findings of the Estyn report for 2017-18. The situation in our secondary schools is a cause of great concern, with pupils in half of our secondary schools, so, around 100 schools, being let down. That is, the children aren't reaching their full potential by the time they leave school. Now, this is sobering for every young person who reaches that point, and it's also disappointing in terms of the prosperity of the nation as a whole. Wales needs an education regime of the highest order for the benefit of the nation and of future generations. Now, there are only 195 secondary schools in Wales. This isn't a huge number, so there has to be something major wrong if we can't ensure higher attainment rates across Wales. So, the important question is: how can we improve the situation? The chief inspector of Estyn noted in the Children, Young People and Education Committee in December of last year that three things need to be done. First of all, we need to identify earlier those schools that are underperforming. Second, we need to ensure that they receive better support and, thirdly, we need to co-ordinate the support that they receive at present better. I'm going to focus on the third point, which is vital, I think, and does deserve attention. At the moment, there are so many layers within the system - the schools themselves and their management teams, the governors, the local authorities, the consortia and the education department at the Welsh Government - so who's taking responsibility? Is it a responsibility for all of them, or for none of them, ultimately? This is a concern. We need to improve accountability in the system as a whole and, as a matter of urgency, we need to review the arrangements, and the need for all of these layers in order to co-ordinate the support better, which was one of the objectives of the chief inspector. Now, turning to the Donaldson report on the learning inspectorate, the main thrust of it was that Estyn should have more of a role in terms of supporting the process of improving schools - namely, that Estyn should be more active in its response rather than just being part of the diagnosis. There are arguments in favour and against that, and this morning we had a statement from the Government stating that they did accept the recommendations in that report. But one announcement today that has frightened everyone is this: there will be more inspections, and Estyn, not Donaldson, has talked about this. It has succeeded in raising the hackles of everyone involved in education. There was no reference to this in the Donaldson report, as far as I can see, and, if anything, the report says that we need to move in the opposite direction, with a focus on self-validation and inspection, not on greater inspection itself. But the Government has accepted the recommendations of that report, so if the Government wants to see Estyn giving greater support to our schools, then we have to ask the question: what's the point of the consortia? We need to look seriously at their role if Estyn is going to be taking some of the responsibilities over. Another of the Estyn findings was this: that leadership is adequate and needs improvement in four out of 10 schools, and is unsatisfactory in about one out of 10 schools. Now, the intervention that comes from different directions makes the job of the head very difficult, and this is another reason for creating fewer layers in the system and for greater accountability throughout. And I don't think that we can look at the problems that are pointed to in the Estyn report without looking at the wider context that faces our schools and our teachers. There's no doubt about it - that the profession is under a great deal of pressure at the moment, and we can't talk about raising standards without talking about funding and resources. According to the Government itself, there is a deficit in the budget of two out of five schools inspected. We need to deal with the situation and the Government needs to hold an urgent review of funding the schools. Are the funding levels sufficient? And what about the slice of the cake that goes towards education? Does enough of it go to our schools? I hope that the debate tomorrow will point to some of these problems and that the work of the Children, Young People and Education Committee will feed into that discussion. I conclude on this: the work of this Government is to look long and hard at the evidence and to come to conclusions and take action according to that evidence.
Welsh: Diolch yn fawr, a dwi'n symud y gwelliannau hynny. Diolch yn fawr am y cyfle i drafod canfyddiadau adroddiad Estyn 2017-18. Mae sefyllfa ein hysgolion uwchradd yn fater o bryder mawr, gyda disgyblion mewn hanner ein hysgolion uwchradd, sef mewn tua 100 o ysgolion, yn cael eu gadael i lawr. Hynny yw, dydy'r plant ddim yn cyrraedd eu llawn botensial erbyn iddyn nhw adael yr ysgol. Mae hyn yn sobor i bob un person ifanc sy'n cyrraedd y sefyllfa honno, ac mae o hefyd yn sobor o ran ffyniant y genedl yn gyffredinol. Mae Cymru angen cyfundrefn addysg o'r radd flaenaf er lles y genedl a chenedlaethau'r dyfodol. Dim ond 195 ysgol uwchradd sydd yna yng Nghymru. Dydy hyn ddim yn rhif anferth, ac mae'n rhaid felly fod yna rywbeth mawr o'i le nad oes modd sicrhau safonau cyrhaeddiad uwch a chyson ar draws Cymru. Y cwestiwn pwysig ydy: sut mae gwella'r sefyllfa? Mi nododd prif arolygydd Estyn yn y Pwyllgor Plant, Pobl Ifanc ac Addysg yn Rhagfyr y llynedd fod angen gwneud tri pheth. Yn gyntaf, mae angen adnabod yr ysgolion yn gynt, hynny yw, yr ysgolion sy'n tanberfformio. Yn ail, mae angen gwneud yn siŵr eu bod nhw yn cael gwell cefnogaeth ac, yn drydydd, mae angen cydgordio'r gefnogaeth maen nhw'n ei chael ar hyn o bryd yn well. Dwi'n mynd i hoelio sylw ar y trydydd pwynt yma, sydd yn hollbwysig, dwi'n meddwl, ac yn haeddu sylw. Ar hyn o bryd, mae cymaint o haenau yn y system - yr ysgolion eu hunain a'u timau rheoli, y llywodraethwyr, yr awdurdodau lleol, y consortia ac adran addysg Llywodraeth Cymru - pwy sydd yn cymryd y cyfrifoldeb? Ydy o'n gyfrifoldeb i bawb, ac i neb, yn y pen draw? Mae hyn yn bryder. Mae angen gwella atebolrwydd yn y system drwyddi draw a hynny ar frys, ac mae angen adolygu'r trefniadau a'r angen am yr holl haenau er mwyn gwneud cydgordio'r gefnogaeth yn well, sef un o amcanion y prif arolygydd. Troi at adroddiad Donaldson ar yr arolygiaeth dysgu - prif fyrdwn hwnnw oedd y dylai fod gan Estyn fwy o rôl o ran cefnogi'r broses o wella ysgolion. Hynny yw, y dylai Estyn fod yn fwy gweithredol yn yr ymateb, yn hytrach na dim ond yn y diagnosis. Ac mae yna ddadleuon o blaid ac yn erbyn hynny, a'r bore yma, fe gafwyd datganiad gan y Llywodraeth yn dweud eu bod nhw yn derbyn yr argymhellion yn yr adroddiad yna. Ond un cyhoeddiad heddiw sydd wedi dychryn pawb ydy hwn, sef y bydd yna fwy o arolygiadau, ac Estyn, nid Donaldson, sydd wedi sôn am hyn. Mae o wedi llwyddo i gynddeiriogi bron pawb sy'n ymwneud ag addysg yng Nghymru. Doedd yna ddim cyfeiriad at hyn yn adroddiad Donaldson, hyd y gwelaf i, ac os rhywbeth, mae'r adroddiad yn rhoi'r argraff mai symud i'r cyfeiriad arall sydd angen, efo'r pwyslais ar ddilysu hunanarfarnu, nid ar fwy o arolygu. Ond mae'r Llywodraeth wedi derbyn yr argymhellion, ac felly, os ydy'r Llywodraeth am weld Estyn yn rhoi mwy o gefnogaeth i'n hysgolion ni, yna mae'n rhaid gofyn y cwestiwn: beth ydy pwrpas y consortia? Mae'n rhaid edrych o ddifri ar eu rôl nhw os ydy Estyn yn mynd i fod yn cymryd rhai o'r cyfrifoldebau drosodd. Un arall o ganfyddiadau Estyn oedd hyn: mae arweinyddiaeth yn ddigonol ac angen gwelliant mewn pedair o bob 10 ysgol, ac yn anfoddhaol mewn rhyw un o bob 10 ysgol. Mae'r ymyrraeth sy'n dod o wahanol gyfeiriadau yn gwneud swydd pennaeth yn un anodd iawn. Dyma reswm arall dros greu llai o haenau yn y system, a chreu llinellau atebolrwydd cadarn drwyddi draw. A dwi ddim yn credu y gellir edrych ar y problemau sy'n cael eu hamlygu gan adroddiad Estyn heb edrych ar y cyd-destun ehangach sy'n wynebu ein hysgolion a'n hathrawon. Does yna ddim dwywaith fod y proffesiwn dan bwysau aruthrol ar hyn o bryd, a fedrwn ni ddim sôn am godi safonau heb sôn am gyllid ac adnoddau. Yn ôl y Llywodraeth ei hun, mae diffyg yng nghyllideb dwy o bob pum ysgol a arolygwyd. Mae'n rhaid inni unioni'r sefyllfa yma, ac mae angen i'r Llywodraeth gynnal adolygiad brys o gyllido ysgolion. Ydy'r lefel cyllido yn ddigonol? A beth am y sleisen o'r gacen sy'n mynd at addysg? Oes digon ohono yn mynd at ein hysgolion? Gobeithio y bydd y drafodaeth prynhawn yfory yn amlygu rhai o'r problemau yma a bod gwaith y pwyllgor plant a phobl ifanc hefyd yn bwydo i'r drafodaeth honno. Dwi'n gorffen ar hyn: gwaith y Llywodraeth yma ydy edrych yn hir ac yn galed ar y dystiolaeth a dod i gasgliadau a gweithredu yn ôl y dystiolaeth.