techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: I'm absolutely confident that the quality of the qualifications that we are offering our students in Wales is comparable with anybody's - comparable with anybody's. They are tough, they are stretching, they are robust and they equip our children with the skills that they need to succeed in the world of work and in further education. Presiding Officer, the Member seems to suggest that there is no data available to parents. There is a plethora of information available to parents. There are the Estyn reports, which are publicly available for parents to look at. There is the school categorisation system, which is available for parents to look at. It is simply not true to suggest that parents have no access to information about the performance of their local school. It's not the case. There is a wide range of information readily available to parents to see how their individual school is performing. Assessment and test results are there primarily as a teaching aid for the individual children. They are not there to provide false and competitive league tables for the Member. We believe in a self-improving school system, based on the principle of collaboration and co-operation, because we know, internationally, that is what works best.
Welsh: Rwy'n gwbl hyderus fod ansawdd y cymwysterau rydym yn eu cynnig i'n myfyrwyr yng Nghymru yn gyfwerth ag unrhyw rai eraill - yn gyfwerth ag unrhyw rai eraill. Maent yn anodd, maent yn ymestynnol, maent yn gadarn ac maent yn rhoi'r sgiliau sydd eu hangen ar ein plant er mwyn iddynt lwyddo yn y byd gwaith ac mewn addysg bellach. Lywydd, ymddengys bod yr Aelod yn awgrymu nad oes unrhyw ddata ar gael i rieni. Mae myrdd o wybodaeth ar gael i rieni. Mae adroddiadau Estyn ar gael yn gyhoeddus i rieni eu darllen. Mae'r system gategoreiddio ysgolion ar gael i rieni edrych arni. Nid yw'n wir awgrymu nad oes gan rieni fynediad at wybodaeth am berfformiad eu hysgol leol. Nid yw hynny'n wir. Mae amrywiaeth o wybodaeth ar gael yn barod i rieni weld sut y mae eu hysgol unigol yn perfformio. Mae canlyniadau profion ac asesiadau yno yn bennaf fel cymorth dysgu ar gyfer y plant unigol. Nid ydynt yno i ddarparu tablau cynghrair ffug a chystadleuol ar gyfer yr Aelod. Rydym yn credu mewn system hunanwella i ysgolion, yn seiliedig ar egwyddorion cydweithio a chydweithredu, gan ein bod yn gwybod, yn rhyngwladol, mai hynny sy'n gweithio orau.
English: Presiding Officer, prior to answering this question I would like to put on record an interest in this matter, in that I have a child attending a Welsh-medium primary school in mid Wales. The national strategy for small and rural schools will provide support for schools to work together as well as a £2.5 million grant. This will support Welsh-medium and bilingual primary schools to work together and to share good practice. This will strengthen local authority Welsh in education strategic plans.
Welsh: Lywydd, cyn ateb y cwestiwn hwn, hoffwn gofnodi buddiant yn y mater hwn, gan fod gennyf blentyn sy'n mynychu ysgol gynradd cyfrwng Cymraeg yng nghanolbarth Cymru. Bydd y strategaeth genedlaethol ar gyfer ysgolion bach a gwledig yn darparu cymorth i ysgolion weithio gyda'i gilydd yn ogystal â grant o £2.5 miliwn. Bydd hyn yn cefnogi ysgolion cynradd cyfrwng Cymraeg a dwyieithog i weithio gyda'i gilydd ac i rannu arferion da. Bydd hyn yn cryfhau cynlluniau strategol Cymraeg mewn addysg yr awdurdodau lleol.
English: Thank you, Minister, for your answer. In spite of efforts from the headteacher and governors of Llanrhaeadr-ym-Mochnant Primary School in my constituency, in order for them to achieve a balanced budget, they have to make reductions in staffing from five to four teachers. In doing that, this will lead to the combination of English and Welsh infant streams in the afternoons, compromising, of course, their bilingual status as a school. Do you recognise the higher cost that small rural dual-stream schools face, and what do you think is a solution in ensuring that bilingual schools are not compromised?
Welsh: Diolch am eich ateb, Weinidog. Er gwaethaf ymdrechion pennaeth a llywodraethwyr Ysgol Gynradd Llanrhaeadr-ym-Mochnant yn fy etholaeth, er mwyn iddynt sicrhau cyllideb gytbwys, mae'n rhaid iddynt leihau nifer y staff o bum athro i bedwar. Bydd gwneud hynny'n arwain at gyfuno ffrydiau babanod Saesneg a Chymraeg eu hiaith yn y prynhawniau, gan beryglu eu statws dwyieithog fel ysgol, wrth gwrs. A ydych yn cydnabod y gost uwch y mae ysgolion bach gwledig dwy ffrwd yn ei hwynebu, a beth, yn eich barn chi, yw'r ateb o ran sicrhau nad yw ysgolion dwyieithog mewn perygl?
English: Many of the matters the Member has referred to in his question are, of course, matters for the local authority rather than matters for us here. But let me make a more general point in response - I think the general point does deserve a fuller response than that. You'll be aware that the Cabinet Secretary made a very comprehensive statement to the Chamber on the issue of rural schools. She emphasised, at that point, the importance of equity, which she has again referred to this afternoon, in terms of ensuring that people are able to access education in the Welsh and English languages equally. We continue to wish to ensure that rural schools and schools across the whole of Wales have the right framework available to them, plus the resources, to ensure that they are able to offer those educational opportunities. I will also repeat what I've said on previous occasions in this place - that we are anticipating the Welsh-medium strategic plans to be provided to us next month, and I will be taking a great interest in what all local authorities are proposing over the next strategic planning period.
Welsh: Mae llawer o'r materion y cyfeiriodd yr Aelod atynt yn ei gwestiwn, wrth gwrs, yn faterion ar gyfer yr awdurdod lleol yn hytrach na materion ar ein cyfer ni yma. Ond gadewch i mi ymateb drwy wneud pwynt mwy cyffredinol - credaf fod y pwynt cyffredinol yn haeddu ymateb llawnach na hynny. Fe fyddwch yn ymwybodol fod Ysgrifennydd y Cabinet wedi gwneud datganiad cynhwysfawr iawn i'r Siambr ynglŷn â mater ysgolion gwledig. Fe bwysleisiodd, ar yr adeg honno, bwysigrwydd tegwch, a chyfeiriodd at hynny eto y prynhawn yma, o ran sicrhau bod pobl yn gallu cael mynediad cyfartal at addysg yn y Gymraeg a'r Saesneg. Rydym yn parhau i fod eisiau sicrhau bod y fframwaith cywir ar gael i ysgolion gwledig ac ysgolion ledled Cymru gyfan, yn ogystal â'r adnoddau, er mwyn sicrhau eu bod yn gallu cynnig y cyfleoedd addysgol hynny. Fe ailadroddaf hefyd yr hyn rwyf wedi'i ddweud o'r blaen yn y lle hwn - ein bod yn rhagweld y bydd y cynlluniau strategol cyfrwng Cymraeg yn cael eu darparu i ni y mis nesaf, a bydd cryn ddiddordeb gennyf yn yr hyn y bydd pob awdurdod lleol yn ei gynnig dros y cyfnod cynllunio strategol nesaf.
English: It's clear that within these WESPs you would, hopefully, be seeking to ensure that language streams aren't being mixed. That's what's happening now in Llanrhaedr-ym-Mochnant, as I understand it, given the current cuts - that the foundation phase is being mixed together in terms of language streams. That's not appropriate or good practice. There are also similar problems developing in Llanfyllin, and possibly in Llandrindod Wells. Yes, there's been a failing by the county council, and that's been ongoing for a number of years, to prepare appropriately for the growth of Welsh-medium education in Powys, if truth be told. But, in looking at the WESPs, will you ensure that you don't allow the situation to continue and that there should be no mixing of language streams, and that you therefore put the appropriate pressure on the county council to make appropriate provision to retain the language appropriately within these schools?
Welsh: Mae'n amlwg, y tu mewn i'r cynlluniau strategaeth yr iaith Gymraeg yma, y byddwch chi, gobeithio, yn chwilio i sicrhau nad yw ffrydiau iaith yn cael eu cymysgu. Dyna beth sy'n digwydd, rwy'n deall, nawr yn Llanrhaeadr-ym-Mochnant gyda'r toriadau presennol - bod y cyfnod sylfaen yn cael eu cymysgu gyda'i gilydd o ran iaith. Nid yw hynny'n briodol ac nid yw'n arfer da. Mae problemau tebyg yn Llanfyllin, a Llandrindod o bosibl, yn datblygu hefyd. Oes, mae'n fethiant ar ran y cyngor sir, a bu methiant ar ran y cyngor sir ers rhai blynyddoedd, i baratoi'n briodol ar gyfer twf addysg Gymraeg yn sir Powys, i ddweud y gwir. Ond, wrth edrych ar y cynlluniau strategol, a fyddwch chi'n gwneud yn siŵr nad ydych yn caniatáu i'r sefyllfa yma barhau ac nad oes cymysgu ffrydiau iaith, a'ch bod felly yn rhoi pwysau priodol ar y cyngor sir i ddarparu yn briodol i gadw'r iaith yn briodol y tu mewn i'r ysgolion hyn?
English: Llywydd, we're all aware that proposals are being discussed in Powys at present. It's a possibility that those proposals will come before Welsh Ministers for a decision. So, the Member will not be able to tempt me to offer any comments on the specific examples that he's described in Powys this afternoon. But may I say this about the principle behind the question? I don't want to create one model and solely one model for the provision of Welsh-medium education and bilingual education. I want to hear from local authorities about their plans, and after I've had the opportunity to consider those proposals, I'll return here and make a statement on that at that point. But at present I don't want to create any kind of linguistic straitjacket and say that there's only one single model for Welsh-medium education throughout the whole of Wales.
Welsh: Llywydd, rŷm ni i gyd yn ymwybodol bod cynigion yn cael eu trafod ym Mhowys ar hyn o bryd. Mae'n bosibilrwydd y bydd y cynigion yna yn dod at Weinidogion Cymru ar gyfer rhywfaint o benderfyniadau. Felly, ni fydd yr Aelod yn gallu fy nhemptio i gynnig unrhyw sylw ar yr enghreifftiau penodol y mae wedi'u disgrifio ym Mhowys y prynhawn yma. Ond a gaf i ddweud hyn ar egwyddor y cwestiwn? Nid wyf eisiau creu un model ac un model yn unig ar gyfer y ddarpariaeth addysg drwy gyfrwng y Gymraeg ac addysg yn y ddwy iaith. Rwyf eisiau clywed gan awdurdodau lleol am eu cynlluniau nhw, ac ar ôl i fi gael cyfle i ystyried y cynigion, mi fyddaf yn dod nôl i fan hyn ac yn gwneud datganiad ar hynny. Ond ar hyn o bryd nid wyf eisiau creu rhyw fath o 'straitjacket' ieithyddol a dweud mai un model ac un model yn unig sydd ar gyfer addysg drwy gyfrwng y Gymraeg ar draws Cymru.
English: Thank you, Vikki. Educational attainment in the Cynon Valley broadly presents a gradually improving picture. Having reflected on the recent Estyn inspections of consortia, I am confident that, whilst there is definitely room for improvement, they continue to play an important role in delivering improved outcomes for learners.
Welsh: Diolch, Vikki. Yn fras, mae'r darlun o gyrhaeddiad addysgol yng Nghwm Cynon yn gwella'n raddol. Wedi ystyried arolygiadau diweddar Estyn o'r consortia, er bod yna'n bendant le i wella, rwy'n hyderus eu bod yn parhau i chwarae rhan bwysig yn y broses o ddarparu gwell canlyniadau i ddysgwyr.
English: I recently met with representatives of the Central South Consortium at Mountain Ash Comprehensive School in my constituency and was impressed to hear about the year-on-year improvement the consortium has seen across every performance indicator, from key stage 2 to key stage 5. Success in areas like Cardiff is often based on work with pupils drawn from a range of diverse backgrounds where English is often not the first language. What lessons does the Cabinet Secretary think could be drawn from work with these groups to improve the performance of children from more disadvantaged backgrounds, particularly in constituencies such as mine? How can the Welsh Government best support consortia in delivering such work?
Welsh: Yn ddiweddar, cyfarfûm â chynrychiolwyr o Gonsortiwm Canolbarth y De yn Ysgol Gyfun Aberpennar yn fy etholaeth, ac roeddwn yn falch o glywed am y gwelliant y mae'r consortiwm wedi'i weld o un flwyddyn i'r llall ar draws pob dangosydd perfformiad, o gyfnod allweddol 2 i gyfnod allweddol 5. Mae llwyddiant mewn ardaloedd fel Caerdydd yn aml yn seiliedig ar waith gyda disgyblion o gefndiroedd amrywiol, lle nad yw Saesneg, yn aml, yn iaith gyntaf. Pa wersi y cred Ysgrifennydd y Cabinet y gellid eu dysgu o waith gyda'r grwpiau hyn i wella perfformiad plant o gefndiroedd mwy difreintiedig, yn enwedig mewn etholaethau fel fy un i? Sut y gall Llywodraeth Cymru fynd ati yn y ffordd orau i gynorthwyo'r consortia i gyflawni gwaith o'r fath?
English: Thank you for that. You're quite right, within the Central South Consortium, we have a wide range of schools that the local education authority is operating. I recently visited Fitzalan High School here in Cardiff where there are 40 different languages spoken amongst the children in that school. I am very keen that each consortium develops a comprehensive plan for the effective use of the pupil deprivation grant, which is our primary tool aimed at ensuring that children from a poorer background attain their full potential. I am concerned, in some areas, that the use of PDG is not as effective as it could be. For instance, some schools do not follow the advice of the Sutton Trust toolkit, which has best practice and evidence-based interventions. I have asked, in my challenge-and-review meeting with Central South, that they ensure that there is best use of that significant resource that is going into our schools and that it is used to best effect.
Welsh: Diolch am hynny. Rydych yn hollol iawn, yng Nghonsortiwm Canolbarth y De, mae'r awdurdod addysg lleol yn gweithredu amrywiaeth eang o ysgolion. Yn ddiweddar, ymwelais ag Ysgol Uwchradd Fitzalan yma yng Nghaerdydd, lle y mae plant yr ysgol yn siarad 40 o wahanol ieithoedd. Rwy'n awyddus iawn i bob consortiwm ddatblygu cynllun cynhwysfawr ar gyfer sicrhau defnydd effeithiol o'r grant amddifadedd disgyblion, sef ein prif arf sy'n anelu at sicrhau bod plant o gefndir tlotach yn cyrraedd eu potensial llawn. Rwy'n pryderu nad yw'r defnydd o'r grant amddifadedd disgyblion mewn rhai ardaloedd mor effeithiol ag y gallai fod. Er enghraifft, nid yw rhai ysgolion yn dilyn cyngor pecyn cymorth Ymddiriedolaeth Sutton, sy'n cynnwys ymyriadau'n seiliedig ar dystiolaeth ac arferion gorau. Yn fy nghyfarfod herio ac adolygu gyda hwy, rwyf wedi gofyn i Gonsortiwm Canolbarth y De sicrhau bod yr adnodd sylweddol hwnnw sy'n mynd i mewn i'n hysgolion yn cael ei ddefnyddio yn y ffordd orau a mwyaf effeithlon.
English: Cabinet Secretary, the National Association of Head Teachers recently pointed the work of the consortia, praising some aspects of support, but made the point that there's considerable challenge - and I'm the first one who would want challenge within a system, because, obviously, that progresses the system, hopefully, but they were pointing out a serious lack of support from the regional consortia when developing senior management teams and, in particular, pathways for headteachers to come through. Now, across the UK, there's an issue about attracting people into the profession, in particular to become headteachers. Do you recognise the point that the National Association of Head Teachers makes about there not being enough support coming from the regional consortia to assist the development of the headteachers of the future?
Welsh: Ysgrifennydd y Cabinet, yn ddiweddar, mae Cymdeithas Genedlaethol y Prifathrawon wedi nodi gwaith y consortia, gan ganmol rhai agweddau ar gymorth, ond gwnaethant y pwynt fod yna her sylweddol - a fi fyddai'r person cyntaf i fod eisiau her mewn system, gan fod hynny, yn amlwg, yn datblygu'r system, gobeithio, ond roeddent yn tynnu sylw at ddiffyg cefnogaeth difrifol ar ran y consortia rhanbarthol wrth ddatblygu uwch dimau rheoli, ac yn arbennig, llwybrau ar gyfer penaethiaid. Nawr, ledled y DU, mae yna broblem gyda denu pobl i'r proffesiwn, ac yn arbennig i ddod yn benaethiaid. A ydych yn cydnabod y pwynt a wnaed gan Gymdeithas Genedlaethol y Prifathrawon nad oes digon o gymorth yn dod gan y consortia rhanbarthol i gynorthwyo gyda datblygu penaethiaid y dyfodol?
English: Thank you, Andrew. I recently had the opportunity to address and meet with the National Association of Head Teachers at their conference in Newport. I think leadership is one area where we have not made as much progress as I would like to have seen across the country, and the consortia have a crucial role in identifying and supporting the continuous professional development needs of our future deputy heads, assistant heads and headteachers. You will be aware that I recently announced my intention to establish a national leadership academy. The shadow group, chaired by Ann Keane, is beginning their work in this particular area, and I would expect the consortia to be a crucial component in working alongside that body to look at opportunities to proactively seek out the next generation of leaders and provide them with the necessary support.
Welsh: Diolch yn fawr, Andrew. Yn ddiweddar, cefais gyfle i annerch a chyfarfod â Chymdeithas Genedlaethol y Prifathrawon yn eu cynhadledd yng Nghasnewydd. Credaf fod arweinyddiaeth yn un maes lle nad ydym wedi gwneud cymaint o gynnydd ag y byddwn wedi hoffi ei weld ledled y wlad, ac mae gan y consortia rôl hanfodol yn nodi a chefnogi anghenion datblygiad proffesiynol parhaus ein dirprwy benaethiaid, ein penaethiaid cynorthwyol a'n penaethiaid ar gyfer y dyfodol. Fe fyddwch yn ymwybodol fy mod wedi cyhoeddi fy mwriad yn ddiweddar i sefydlu academi arweinyddiaeth genedlaethol. Mae'r grŵp cysgodol, a gadeirir gan Ann Keane, yn dechrau ar eu gwaith yn y maes hwn, ac rwy'n disgwyl i'r consortia fod yn elfen hanfodol wrth weithio ochr yn ochr â'r corff hwnnw i edrych ar gyfleoedd rhagweithiol i ddod o hyd i'r genhedlaeth nesaf o arweinwyr a darparu'r cymorth sydd ei angen arnynt.
English: Local authorities are responsible for ensuring access to independent information, advice and advocacy services for children and young people with special educational needs. Where legal advice is sought, children, young people and their families can seek out private legal representation and, in some circumstances, may also be eligible for legal aid.
Welsh: Mae awdurdodau lleol yn gyfrifol am sicrhau mynediad at wasanaethau gwybodaeth, cyngor ac eiriolaeth annibynnol i blant a phobl ifanc ag anghenion addysgol arbennig. Os oes angen cyngor cyfreithiol, gall plant, pobl ifanc a'u teuluoedd ddod o hyd i gynrychiolaeth gyfreithiol breifat, ac mewn rhai amgylchiadau, gallant fod yn gymwys hefyd i gael cymorth cyfreithiol.
English: I thank the Minister for his answer. Following cuts to legal aid funding by the British state, there are now only three legal aid providers working in education law in Wales and England, and not one of them is based in this country. We know how hard parents of children with special educational needs sometimes have to fight to get the special education provision that their children are entitled to, and given the divergence increasingly in policy and in law between Wales and England in terms of education, the lack of a Wales-based legal aid provider is a real barrier to accessing legal advice for those parents. So, will the Welsh Government intervene urgently to secure equality of access to justice for parents of children with special educational needs?
Welsh: Diolch i'r Gweinidog am ei ateb. Yn dilyn toriadau i gyllid cymorth cyfreithiol gan y wladwriaeth Brydeinig, tri darparwr cymorth cyfreithiol yn unig sy'n gweithio erbyn hyn mewn cyfraith addysg yng Nghymru a Lloegr, ac nid oes yr un ohonynt wedi eu lleoli yn y wlad hon. Gwyddom pa mor galed y mae'n rhaid i rieni plant sydd ag anghenion addysgol arbennig ymladd weithiau er mwyn cael y ddarpariaeth addysg arbennig y mae gan eu plant hawl i'w chael, ac o ystyried y gwahaniaeth cynyddol mewn polisi a chyfraith rhwng Cymru a Lloegr mewn perthynas ag addysg, mae diffyg darparwyr cymorth cyfreithiol yng Nghymru yn rhwystr gwirioneddol i'r rhieni hynny rhag cael mynediad at gyngor cyfreithiol. Felly, a wnaiff Llywodraeth Cymru ymyrryd ar frys i sicrhau cydraddoldeb o ran mynediad at gyfiawnder i rieni plant sydd ag anghenion addysgol arbennig?
English: I would prefer, actually, to remove the need for that sort of process at all. The Member will be aware from yesterday's business statement that I will be introducing the additional learning needs Bill to this place before Christmas. We will be introducing a tribunal system as a part of that, and the rationale and the philosophical underpinning, if you like, of that legislation is to provide each individual learner with additional learning needs with an individual development plan that will take them from pre-school through beyond further and higher education, to the age of 25, and will provide a means for resolving those issues without, I hope, the need for recourse to legal aid or to any form of litigation. Our approach here is to ensure that we remove that pressure from parents within the system, although I accept and certainly agree with the criticisms he makes of the UK Government and their approach to this policy area.
Welsh: Byddai'n well gennyf gael gwared ar yr angen am y fath broses yn gyfan gwbl mewn gwirionedd. Bydd yr Aelod yn ymwybodol o'r datganiad busnes ddoe y byddaf yn cyflwyno'r Bil anghenion dysgu ychwanegol yn y lle hwn cyn y Nadolig. Byddwn yn cyflwyno system dribiwnlys fel rhan o hynny, a rhesymeg a sail athronyddol y ddeddfwriaeth honno, os mynnwch, yw darparu cynllun datblygu unigol i bob dysgwr sydd ag anghenion dysgu ychwanegol, a fydd yn mynd â hwy o'r cyfnod cyn ysgol drwy, a thu hwnt i addysg bellach ac uwch, hyd at 25 oed, a bydd yn darparu dull o ddatrys y materion hynny heb fod angen cymorth cyfreithiol, gobeithio, nac unrhyw fath o ymgyfreitha. Ein hymagwedd yma yw sicrhau ein bod yn cael gwared ar y pwysau ar rieni o fewn y system, er fy mod yn derbyn ac yn sicr yn cytuno â'i feirniadaeth o Lywodraeth y DU a'u hagwedd tuag at y maes polisi hwn.
English: One of the criticisms of the Welsh Government's approach to this area, of course, is the fact that, if you've got a young person in further education, they don't have the same rights to be able to challenge decisions made about them in terms of the support that they can receive. Is this something that we can hope to see addressed in your additional learning needs Bill?
Welsh: Un feirniadaeth a wnaed o ymagwedd Llywodraeth Cymru tuag at y maes hwn, wrth gwrs, yw'r ffaith nad oes gan unigolion ifanc mewn addysg bellach yr un hawliau i allu herio penderfyniadau a wneir amdanynt o ran y cymorth y gallant ei gael. A yw hyn yn rhywbeth y gallwn obeithio y bydd yn cael sylw yn eich Bil anghenion dysgu ychwanegol?
English: All children in Wales are entitled to free foundation phase education from the term following their third birthday. We know the foundation phase works and that's why I am committed to giving everybody, in our approach to learning, the best possible start in life.
Welsh: Mae gan bob plentyn yng Nghymru hawl i addysg cyfnod sylfaen am ddim o'r tymor cyntaf ar ôl eu trydydd pen-blwydd. Gwyddom fod y cyfnod sylfaen yn gweithio a dyna pam rwyf wedi ymrwymo, yn ein hymagwedd at ddysgu, i roi'r dechrau gorau posibl mewn bywyd i bawb.