techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Well, I think that we have strengthened a lot of the weaknesses in the current system. We have moved from a situation where local authorities undertook a demand assessment and then responded to those. We've moved to a system now where we have proactive planning, where there is a longer period around the plans. It was previously three years, and, as you know, it's now 10 years. We have better collaboration at local levels. That is, we work with partners in the forums and others to ensure that we co-design, that local authorities are co-designing the WESPs with their partners. So, I think a lot of the weaknesses in the structure previously have been strengthened. The previous committee provided recommendations, and they've been taken into consideration in the regulations, but there is an opportunity for us to do more again. That is, we have plans that I think are ambitious, and what we need to do is implement them on the ground. So, there's certainly more that we can do to support authorities to do that and to align what's in the WESPs with the other plans that the Government has in terms of capital investment in schools and so forth. So, there is a lot more to do, but a lot of the weaknesses that were highlighted previously have been addressed, I think, in the new way that we have of providing these plans.
Welsh: Wel, dwi'n credu ein bod ni wedi cryfhau lot o'r gwendidau oedd yn y system bresennol. Rŷn ni wedi symud o sefyllfa lle'r oedd yr awdurdodau lleol yn cynnal asesiadau o alw ac wedyn yn ymateb i'r rheini. Rŷn ni wedi symud i system nawr lle mae cynllunio rhagweithiol gyda ni, lle mae cyfnod hirach o gwmpas y cynlluniau. Roedd cyfnod o dair blynedd cyn hynny; fel rŷch chi'n gwybod, mae e nawr yn 10 mlynedd. Mae gennym ni well cydweithio ar lefelau lleol. Hynny yw, mae gweithio gyda phartneriaid yn y fforymau ac eraill i sicrhau ein bod ni'n cyd-ddylunio, bod awdurdodau lleol yn cyd-ddylunio'r cynlluniau gyda'u partneriaid. Felly, dwi'n credu bod lot o'r gwendidau a oedd yn y strwythur cyn hynny wedi cael eu cryfhau. Mae'r pwyllgor blaenorol wedi gwneud argymhellion. Mae'r rheini wedi cael eu cymryd mewn i ystyriaeth yn y rheoliadau, ond mae cyfle i ni wneud mwy eto. Hynny yw, mae gennym ni gynlluniau nawr sydd, rwy'n credu, yn uchelgeisiol. Yr hyn sydd angen digwydd yw sicrhau eu bod nhw'n gweithredu ar lawr gwlad. Felly, mae'n sicr bod mwy o bethau y gallwn ni eu gwneud i gefnogi awdurdodau i wneud hynny ac i alinio'r hyn sydd yn y WESPs â'r cynlluniau eraill sydd gan y Llywodraeth o ran buddsoddi cyfalaf mewn ysgolion ac ati. Felly, mae mwy i'w wneud, ond mae lot o'r pethau a oedd yn wendidau oedd yn cael eu hawgrymu wedi cael eu hateb, dwi'n credu, yn y ffordd newydd sydd gennym ni o ddarparu'r cynlluniau yma.
English: Minister, I know that there is more to do, and that's why I'm asking the question, and I asked you what the weaknesses were in the system that you are trying to rectify through legislation. And, from what I have seen or heard, you haven't been able to describe any weakness in the current system. So, it would assist the committee, I believe, if you could explain and describe where the current weaknesses are in the system.
Welsh: Gweinidog, dwi'n gwybod bod yna fwy i'w wneud, a dyna pam dwi'n gofyn y cwestiwn, ac mi wnes i ofyn ichi: beth oedd gwendidau y system dŷch chi'n trio eu cywiro drwy ddeddfwriaeth? Dŷch chi ddim, o beth dwi wedi'i weld, wedi gallu disgrifio un gwendid yn y system bresennol. So, mi fuasai o help i'r pwyllgor, dwi'n meddwl, pe baech chi'n gallu esbonio a disgrifio ble mae'r gwendidau presennol yn y system.
English: Well, by nature, these are strategic plans, so they can't drive the whole system - they provide a foundation for local authorities to plan for investing in their areas. The WEPSs themselves don't meet the broader demand for Welsh-medium education and the practical elements involved in that. So, there is a limit to what any strategic plans can do. But, they do important work and they have moved on from the previous version.
Welsh: Mae e wrth natur y peth mai cynlluniau strategol yw'r rhain, felly dŷn nhw ddim yn gallu gyrru'r holl system - maen nhw'n darparu sail i awdurdodau lleol gynllunio ar gyfer buddsoddiad yn eu hardaloedd nhw. Dyw'r cynlluniau ar eu pennau eu hunain ddim yn ateb y galw ehangach am addysg Gymraeg a'r pethau ymarferol sy'n mynd gyda hynny. Felly, mae limit, wrth gwrs, i'r hyn gall unrhyw gynlluniau strategol eu gwneud. Ond, maen nhw'n gwneud gwaith pwysig ac maen nhw wedi symud ymlaen llawer iawn o'r fersiwn oedd gyda ni cyn hynny.
English: When we look at the Record, the Record will show that you haven't described a single weakness in the current system, and I think, to me, that causes a problem, because when you legislate to solve issues, you have to understand what the issues and problems and weaknesses are that have required legislation. And, in listening to your responses, I don't know the answer to that yet. We can all discuss the importance of planning - that's fine - but it doesn't answer the questions that I have been asking. But may I move forward a little and perhaps try to help you? You have spoken about planning and alignment. Do you think that there is sufficient alignment and co-ordination happening between authorities?
Welsh: Pan dŷn ni'n edrych ar y Record, mi fydd y Record yn dangos eich bod chi heb ddisgrifio un gwendid i'r system bresennol, a dwi'n credu, i fi, mae hynny yn achosi problem, achos pan dŷch chi'n deddfu i ddatrys problemau, mae'n rhaid i chi ddeall beth ydy'r problemau a ble mae'r gwendidau a pham rydych chi'n deddfu. Ac, wrth wrando ar eich atebion, dwi ddim yn gwybod yr ateb i hynny eto. Dŷn ni i gyd yn gallu trafod pwysigrwydd cynllunio - mae hynny'n fine - ond dyw e ddim yn ateb y cwestiynau dwi wedi bod yn eu gofyn. Ond gaf i symud ymlaen tipyn bach ac efallai trio eich helpu chi? Dŷch chi wedi sôn am gynllunio a chydlynu. Ydych chi'n meddwl bod yna ddigon o gydlynu'n digwydd rhwng awdurdodau?
English: Between what?
Welsh: Rhwng beth?
English: Between local authorities. Councils.
Welsh: Awdurdodau lleol. Cynghorau.
English: Well, I think there is more scope to do that. We are seeing challenges arising where the plans of one authority, perhaps, don't look at the broader context. So, we see in some examples that transport policies, for example, in one local authority can create unintended consequences, if you like, in neighbouring authorities. That is, as you know, the Learner Travel Measure (Wales) 2008 requires local authorities to make specific provision. Some have changed their transport policies so they perhaps don't support the regional picture in terms of education, if you like, even though they do support the local plans that they have. So, that's one element, perhaps, that can be challenging. I've been discussing with every leader and every director of education - and we're going through that process at the moment - to ensure that we can find out where these issues are arising. And, evidently, that's happening in more than one local authority, so we're discussing that at present with councils. What's not possible, in the detail that we'd like, under the current plans, is that geographical element. I've mentioned in other contexts that the numbers are important, and that we do want to reach the aim of people having Welsh-medium education, but also that the geographical element is important to that. That is, the distribution of schools; where they're built and where they're opened, and that element perhaps - . The system that we have at present doesn't enable us to have as much as detail as we'd like in that sense.
Welsh: Wel, rwy'n credu bod mwy o le i wneud hynny. Chi'n gwybod, rŷn ni'n gweld heriau yn codi ble mae cynlluniau un awdurdod, efallai, ddim yn edrych ar y cyd-destun ehangach. Felly, rŷn ni'n gweld mewn amryw o enghreifftiau bod polisïau trafnidiaeth, er enghraifft, awdurdodau lleol mewn un man yn gallu creu unintended consequences, os hoffwch chi, mewn awdurdodau cyfagos. Hynny yw, fel rŷch chi'n gwybod, mae'r Learner Travel Measure (Wales) 2008 yn gofyn i awdurdodau lleol wneud darpariaeth benodol. Mae rhai wedi newid eu polisïau trafnidiaeth mewn ffordd sydd efallai ddim yn cefnogi'r darlun rhanbarthol o ran addysg, os hoffwch chi, er eu bod nhw, efallai, yn cefnogi'r cynlluniau lleol sydd ganddyn nhw. Felly, mae hynny yn un elfen, rwy'n credu, sydd yn gallu bod yn heriol. Dwi wedi bod yn trafod gyda phob arweinydd a phob cyfarwyddwr addysg - dwi wrthi ar hyn o bryd yn mynd drwy hynny - i sicrhau ein bod ni'n gallu dod o hyd i ble mae'r issues yna yn codi. Ac mae'n amlwg bod hynny'n digwydd mewn mwy nag un awdurdod lleol, felly dwi'n trafod hynny ar hyn o bryd gyda chynghorau. Beth sydd ddim yn bosib gwneud efallai gyda'r manylder yr hoffwn i yn y cynlluniau presennol yw'r elfen ddaearyddol honno. Dwi wedi sôn mewn cyd-destunau eraill bod y rhifau'n bwysig, hynny yw, ein bod ni'n cyrraedd y nod o bobl yn cael addysg Gymraeg, ond hefyd, bod yr elfen ddaearyddol yn bwysig i hynny. Hynny yw, dosbarthiad ysgolion; lle mae nhw'n cael eu hadeiladu, lle mae nhw'n cael eu hagor, a dyw'r elfen honno efallai ddim - . Dyw'r system sydd gennym ni ar hyn o bryd ddim yn galluogi manylu gymaint, efallai, ag yr hoffen ni, yn hynny o beth.
English: Thank you for that response. Is the current system adequate to enable individual local authorities and collaborating authorities to plan Welsh-medium education, from nursery phase to post-16 education?
Welsh: Diolch ichi am hynny. Ydy'r system bresennol yn ddigonol i alluogi awdurdodau unigol, ac awdurdodau sy'n cydweithio, i gynllunio addysg trwy gyfrwng y Gymraeg, o'r feithrinfa i addysg ar ôl 16?
English: Well, for the first time, we have a requirement in the plans that we have to look at the early years through to the later years. And we know that the early years are very important. The transfer that we have from early years education to statutory education is very high when you see that happening. So, that's an element of the new system that you have to state targets for the early years as well. I think that what you said about post-16 is very important. As you know, we have other legislation to ensure that we increase post-16 provision, because that is weaker than what we want to see; we know that. The new commission has specific duties to ensure that they do increase numbers, and the scope of the sixth forms within the new commission's scope is going to allow that co-ordination to happen in a better way. So, there is a mixture of changes happening in the WESPs and the legislative amendments that are happening with the commission. I think that does move things forward. And we have seen success in terms of opening the cylchoedd meithrin, and when that happens, we do see progress made in the early years in those local authorities.
Welsh: Wel, am y tro cyntaf, mae gennym ni ofyniad yn y cynlluniau sydd gennym ni nawr i edrych o'r blynyddoedd cynnar trwodd i flynyddoedd hwyr. Rŷn ni'n gwybod bod y blynyddoedd cynnar yn bwysig tu hwnt. Mae'r trosglwyddiad rŷn ni'n ei gael o addysg blynyddoedd cynnar i addysg statudol yn uchel iawn pan rŷch chi'n gweld hynny yn digwydd. Felly, mae hynny yn elfen o'r system newydd bod yn rhaid datgan cynlluniau targedau'r blynyddoedd cynnar hefyd. Rwy'n credu bod beth rŷch chi'n ei ddweud amboutu ôl-16 yn bwysig iawn. Fel rŷch chi'n gwybod, mae deddfwriaeth arall gyda ni ar hyn o bryd a hynny i sicrhau ein bod ni'n cynyddu'r ddarpariaeth ôl-16, oherwydd mae hynny'n wannach nag ydyn ni eisiau ei weld; rŷn ni'n gwybod hynny. Mae'r comisiwn newydd â dyletswyddau penodol i sicrhau ein bod ni'n cynyddu'r rhifau, ac mae cwmpas chweched dosbarth o fewn cwmpas y comisiwn newydd yn mynd i ganiatáu i'r cydlynu hynny ddigwydd mewn ffordd well. Felly, mae'r gymysgedd o newidiadau sy'n digwydd yn y WESPs a'r digwyddiadau deddfwriaethol sy'n digwydd gyda'r comisiwn, rwy'n credu, yn symud pethau ymlaen. Ac rŷn ni wedi gweld llwyddiant o ran agor cylchoedd meithrin, a lle mae hynny yn digwydd, rŷn ni'n gweld y cynnydd yn dod drwy'r blynyddoedd cynnar hefyd yn yr awdurdodau hynny.
English: Thank you for that. Have you considered having the right to move responsibility for the provision of Welsh-medium education from individual local authorities to, say, the consortia that exist?
Welsh: Diolch am hynny. Ydych chi wedi ystyried cael yr hawl i symud cyfrifoldeb am ddarparu addysg Gymraeg o'r awdurdodau lleol unigol i, dywedwch, y consortia sydd yn bodoli?
English: I haven't looked at that, but I think it's important that we have local ownership in terms of the ability to provide education. The ability to provide education and have the powers and duties to provide happens at a local level. I don't see a case for doing something different in terms of Welsh-medium education. The powers, the ability, the resources and the structures are all with the local authorities, not the consortia.
Welsh: Dwi ddim wedi edrych ar hynny. Rwy'n credu ei bod hi'n bwysig bod perchnogaeth leol gyda ni o ran y gallu i ddarparu addysg. Mae'r gallu i ddarparu addysg, a chael y pwerau a'r dyletswydd i ddarparu yn digwydd ar lefel leol. Dwi ddim yn gweld achos i wneud rhywbeth gwahanol o safbwynt addysg cyfrwng Cymraeg. Mae'r pwerau, mae'r gallu, mae'r adnoddau, mae'r strwythurau i gyd gyda chynghorau lleol nid gyda'r consortia.
English: Yes, we are looking at that consistently. We have been able to invest, as you know, outside the capital plans for the sustainable communities for learning scheme. And, outside that, we're providing a specific budget for Welsh-medium education. But it's very clear, because of the impact of the cost-of-living crisis and inflation and so forth, that there are fewer schools that can be built generally - not only Welsh-medium schools - as a result of that, through the capital programme, because of inflation costs. We look at that consistently. But I've also changed the way that we look at the investment scheme generally. As you know, we've moved now from the bands that we had that were quite rigid, and that created difficulties in terms of planning, in order to align that with the 10-year strategic plans. And we have an intention now for local authorities to present us with long-term plans, over a nine-year period, that will be much more flexible, so that we can respond to demand, and where some authorities are ready to move more quickly, that we can support them to do that through a capital investment system that is less bureaucratic, if you like, and more responsive as well.
Welsh: Ydyn, rŷn ni yn edrych ar hynny'n gyson. Rŷn ni wedi gallu buddsoddi, fel rŷch chi'n gwybod, y tu allan i gynllun cyfalaf cymunedau addysg gynaliadwy. Y tu allan i hynny, rŷn ni hefyd yn darparu cyllideb benodol ar gyfer addysg cyfrwng Cymraeg. Ond mae'n gwbl glir, oherwydd impact costau byw a chwyddiant ac ati, bod llai o ysgolion y gellir eu hadeiladu yn gyffredinol - nid cyfrwng Cymraeg yn unig - yn mynd i fod yn ganlyniad i hynny, drwy'r raglen gyfalaf, oherwydd costau chwyddiant. Rŷn ni'n edrych ar hynny yn gyson. Rwy wedi hefyd diwygio'r ffordd rŷn ni'n edrych ar y cynllun buddsoddi yn gyffredinol. Fel rŷch chi'n gwybod, rŷn ni wedi symud nawr o'r bandiau oedd gyda ni, oedd yn eithaf rigid, oedd, efallai, yn creu anawsterau cynllunio, er mwyn alinio hynny gyda'r cynlluniau strategol 10 mlynedd. Mae bwriad nawr i awdurdodau lleol gynnig cynlluniau hirdymor i ni, dros gyfnod o naw mlynedd, fydd yn lot fwy hyblyg, fel ein bod ni'n gallu ymateb i'r galw, a lle mae rhai awdurdodau yn barod i symud yn gynt, ein bod ni'n gallu eu cefnogi nhw i wneud hynny drwy system buddsoddi cyfalaf sydd yn llai biwrocrataidd, os hoffwch chi, ac yn fwy responsive hefyd.
English: Thank you, Chair, and good morning, Minister. Thank you for joining us today. I just wanted to go back; you used the word in response to Alun Davies in terms of 'ambition'. You have said previously that the plans are as ambitious as they can be. Do you think that that's true also, in terms of not only the plans to open new Welsh-medium schools, but in terms of the English-medium schools and moving them along the language continuum?
Welsh: Diolch yn fawr iawn, Gadeirydd, a bore da, Weinidog. Diolch am ymuno â ni heddiw. Roeddwn i jest eisiau mynd yn ôl; dŷch chi wedi defnyddio'r gair yn ymateb i Alun Davies rŵan o ran 'uchelgais' eto. Dŷch chi wedi dweud, amryw o droeon, bod y cynlluniau mor uchelgeisiol ag y gallant fod. Ydych chi'n meddwl bod hynny hefyd yn wir o ran nid yn unig y cynlluniau i agor ysgolion Cymraeg newydd ac ati, ond o ran yr ysgolion Saesneg ar hyn o bryd a'u symud nhw ar hyd y continwwm iaith?
English: Yes, I do. There are around eight authorities that intend to move schools along the continuum. Eight counties are committed to doing that. I don't think that that's child's play, is it? As you know, there is a great deal of preparation that goes into doing that, and at the scale that we're looking at in Wales, there is no international comparator for that, I don't think, and I would include the Basque Country in that, for specific reasons. So, I think that the ambition in that sense is significant. The mix is different, isn't in, in every local authority, so the starting point for every authority is different. So, I wouldn't expect to see that every authority has the same objective in terms of moving schools along the continuum. It depends what the current mix is. But work is currently ongoing between officials and authorities to map how that can happen. This is a first step. It's going to take a long time for that to bed in, I think, but as part of the mix I think that the level of ambition that we currently have is sufficient.
Welsh: Ydw, rwy yn. Mae rhyw wyth awdurdod, o gof, yn bwriadu symud ysgolion ar hyd y continwwm. Mae wyth sir yn ymrwymo i wneud hynny. Dwi ddim yn credu bod hynny'n digwydd ar chwarae bach. Fel rŷch chi'n gwybod, mae lot o baratoi a chynllunio yn mynd i mewn i allu gwneud hynny, ac mae'r scale rŷn ni'n edrych arno fo yng Nghymru, fuaswn i'n dweud does dim cymhariaeth ryngwladol i hynny hyd yn oed, a byddwn i'n cynnwys Gwlad y Basg yn hynny am resymau penodol. Felly, rwy'n credu bod yr uchelgais yn hynny yn sylweddol hefyd. Mae'r mix yn wahanol, onid yw e, ym mhob awdurdod, felly mae pob awdurdod yn cychwyn o man gwahanol. Felly, byddwn i ddim yn disgwyl gweld bod pob sir yn cael yr un nod o ran symud ysgolion ar hyd y continwwm. Mae'n dibynnu beth yw'r mix presennol. Ond mae gwaith yn digwydd ar hyn o bryd rhwng swyddogion ac awdurdodau i fapio sut y gall hynny ddigwydd. Cam cyntaf yw hwn. Mae'n mynd i gymryd sbel i wreiddio hynny, rwy'n credu, ond fel rhan o'r mix rwy'n credu bod y lefel o uchelgais sydd gennym ni ar hyn o bryd yn ddigonol.
English: Certainly, you're right in terms of noting that every local authority starts from a different place in terms of the variation, but in looking at the new WESPs, in my opinion, there are still variations in terms of the quality and ambition in some authorities, although there has been a shift. What more could you do as a Government, without the Act being in place yet, in terms of moving the agenda forward among those local authorities that haven't really grasped the challenge as they might have, in terms of support and incentives and so forth?
Welsh: Yn sicr, dŷch chi'n iawn o ran nodi bod pob awdurdod lleol yn dechrau o bwynt gwahanol o ran amrywiaethau, ond o edrych ar y CSCAau newydd, mae yna dal, yn fy marn i, amrywiadau o ran yr ansawdd ac uchelgais mewn rai awdurdodau, er bod yna shift wedi bod. Beth mwy ydych chi'n gallu gwneud fel Llywodraeth, heb fod y Ddeddf yn ei lle eto, o ran symud yr agenda ymlaen ymysg yr awdurdodau lleol yna sydd efallai ddim wedi ymafael â'r her gymaint ag efallai y gallen nhw fod, o ran cefnogaeth a chymhelliant ac ati?
English: Certainly. Alun Davies mentioned some of the challenges, and you mentioned them as well, in terms of the challenges with the cost of living and the impact in terms of transport policy. One of the things that we may not have a full picture of yet is the impact of COVID on Welsh-medium education. In terms of those plans, maybe the goalposts - sorry, that's very poor Welsh - have shifted somewhat in terms of the figures that some local authorities have and understanding why people are leaving Welsh-medium education, if that's true, during COVID. What kind of consideration and discussion has taken place on that as the picture becomes clearer?
Welsh: Yn sicr. Mi wnaeth Alun Davies grybwyll ynglŷn â rhai o'r heriau, a chithau, Weinidog, efo'r argyfwng costau byw, er enghraifft, a'r effaith efallai efo polisïau trafnidiaeth, ac ati. Un o'r pethau efallai nad oes gennym ni ddarlun llawn ohono fo eto ydy effaith COVID o ran addysg Gymraeg. O ran, felly, y cynlluniau hynny, efallai bod y goalposts - sori, Cymraeg erchyll - wedi newid rhywfaint o ran beth ydy'r ffigurau sydd gan rai awdurdodau lleol a deall pam efallai bod pobl wedi gadael addysg Gymraeg, os ydy hynny'n wir, yn ystod COVID. Faint o ystyriaeth a thrafod sydd wedi bod o ran hynny wrth i'r darlun ddod yn gliriach?
English: Well, there are practical questions with regard to how you gather data about the reasons why people leave schools, and there are frustrations in what can be done in that regard. But, perhaps I will ask Bethan to detail some of the considerations in that regard.
Welsh: Wel, mae cwestiynau ymarferol yn ymwneud â sut rŷch chi'n casglu data am y rhesymau y mae pobl yn gadael ysgol, ac mae rhwystredigaethau o ran yr hyn y gellir ei wneud yn hynny o beth. Ond, efallai gwnaf i ofyn i Bethan i fanylu ar rai o'r ystyriaethau hynny, os caf i.
English: Yes, we have analysed the access data, and so forth, and where there have been losses during COVID. There were three counties, as I remember it, that suffered more losses than others. In looking at that, it can be a variety of things. Sometimes it's school leadership and sometimes it's just chatter among parents. But, in terms of the latest PLASC data we looked at in September, things have started to stabilise again and there's good work that the schools have done, and there has been good practice that has emanated from COVID. So, we're back where we should have been. So, it's about 24 per cent, isn't it, I think, of five-year-olds in year 1. So, we are looking at early years data, and that seems to be healthy. So, the growth is starting to emerge through the system. And, of course, we are having ongoing meetings with Estyn to check what the challenges are for the different schools, and, of course, the additional funding that we have invested in the latecomers' centres and in late immersion, those centres, particularly in east Wales, can promote skills and can give an additional boost and support to those pupils who need it.
Welsh: Ie, rydyn ni wedi dadansoddi'r data mynediad, ac yn y blaen, a lle mae colledion wedi bod yn ystod COVID. Roedd yna dair sir, o gof, wedi dioddef mwy o golledion nac eraill. O edrych i mewn, mae'n gallu bod yn amrywiaeth o bethau. Weithiau mae hi jest yn arweinyddiaeth yr ysgol, weithiau mae hi jest yn siarad ymysg rhieni. Ond, o'r data PLASC diweddar rydyn ni wedi edrych arno ym mis Medi, mae pethau wedi dechrau dod yn ôl i fwcl ac mae gwaith da mae'r ysgolion wedi ei wneud, ac mae yna arfer da hefyd wedi dod allan o COVID. Felly, rydyn ni nôl lle ddylen ni wedi bod. Felly, dwi'n meddwl ei bod hi tua 24 y cant, bron iawn, onid ydy, o blant 5 oed, ym mlwyddyn 1. Felly, rydyn ni'n edrych ar ddata blynyddoedd cynnar, ac mae hwnna i weld yn iach, felly mae'r twf yn dechrau dod nôl drwy'r system. Rydyn ni hefyd, wrth gwrs, yn cael cyfarfodydd parhaus efo Estyn i sicrhau ac i wirio beth ydy'r heriau i'r gwahanol ysgolion. Ac, wrth gwrs, mae'r arian ychwanegol rydyn ni wedi ei fuddsoddi yn y canolfannau hwyr-ddyfodiaid ac mewn trochi a throchi hwyr, mae'r canolfannau hynny hefyd, yn enwedig yn y dwyrain, yn gallu helpu a hybu sgiliau a rhoi hwb a chefnogaeth ychwanegol i'r disgyblion hynny sydd ei angen.
English: I think Heledd was going to ask this as well, but could you send those PLASC data to us, please? We'd be very grateful.
Welsh: Bethan, efallai roedd Heledd yn mynd i ofyn hyn hefyd, ond os byddech chi'n gallu danfon y data PLASC yna atom ni, buasem ni'n ddiolchgar.