techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you, Minister. I was delighted to join you at the launch and also to welcome the guidance, but, as I said, of course, it is a first step. It's excellent guidance prepared by Professor Ann John, but it will only be as good as the implementation. I wondered, too, whether you were aware of guidance issued this week by Public Health England, which stated that a single suicide in a school should be treated as a potential cluster because of the higher risk to young people. Would you agree with me that that emphasises just how urgent it is that where there has been a suicide in a school, that that school embraces proper postvention measures, such as the Step by Step programme, which is so successful with the Samaritans?
Welsh: Diolch, Weinidog. Roeddwn yn falch iawn o ymuno â chi yn y lansiad a chroesawu'r canllawiau, ond fel y dywedais, wrth gwrs, cam cyntaf yw hwn. Maent yn ganllawiau rhagorol a luniwyd gan yr Athro Ann John, ond ni fyddant ond cystal â'r broses o'u gweithredu. Tybed hefyd a ydych yn ymwybodol o ganllawiau a gyhoeddwyd yr wythnos hon gan Iechyd Cyhoeddus Lloegr, a nododd y dylid trin un achos o hunanladdiad mewn ysgol fel clwstwr posibl oherwydd y risg uwch i bobl ifanc. A fyddech yn cytuno â mi fod hynny'n pwysleisio pa mor bwysig yw hi, lle bu hunanladdiad mewn ysgol, fod yr ysgol honno'n croesawu mesurau ôl-ymyrraeth addas ar frys, fel rhaglen Cam wrth Gam, sydd mor llwyddiannus gyda'r Samariaid?
English: Yes. I am very well aware of the report that the Member refers to but the Member is also right in saying that the publication of our guidance is only the first step of the process. We will need to ensure, via the ministerial task and finish group, of which Lynne Neagle is a member, to develop robust implementation and monitoring systems, but it is also my intention to co-produce further resources with Professor Ann John and the expert group that sits around her, with a specific emphasis on making resources available for young people themselves. What we've made available in September of this year is very much a resource aimed at professionals working with young people, but it is now my intention to move to the next stage to make sure that there are more resources available for young people themselves.
Welsh: Buaswn. Rwy'n ymwybodol iawn o'r adroddiad y cyfeiria'r Aelod ato ond mae'r Aelod hefyd yn llygad ei lle wrth ddweud mai cam cyntaf y broses yn unig yw cyhoeddi ein canllawiau. Bydd angen i ni sicrhau, drwy'r grŵp gorchwyl a gorffen gweinidogol y mae Lynne Neagle yn aelod ohono, y caiff systemau gweithredu a monitro cadarn eu datblygu, ond rwyf hefyd yn bwriadu cydgynhyrchu adnoddau pellach gyda'r Athro Ann John a'r grŵp arbenigol o'i chwmpas, gyda phwyslais penodol ar sicrhau bod adnoddau ar gael i'r bobl ifanc eu hunain. Mae'r hyn rydym wedi'i ddarparu ym mis Medi eleni yn adnodd sydd wedi'i anelu at weithwyr proffesiynol sy'n gweithio gyda phobl ifanc, ond fy mwriad bellach yw symud i'r cam nesaf i sicrhau bod mwy o adnoddau ar gael i'r bobl ifanc eu hunain.
English: Minister, I think the fact we are able to discuss this previously taboo subject in the open and transparent way we do shows how far we've come as a country, and I think that's to be welcomed. We, of course, in this Chamber have our own direct experience of losing our much loved colleague, Carl Sargeant, in this tragic way, so I think there's an onus on all of us to do what we can to try and get the message out there, to tell people that they don't have to feel so lost that they have to turn to this course of action. It's been good to see recently that television programmes such as EastEnders have been dealing with the issue of suicide with the moving storylines surrounding Bex Fowler and her stress over moving on to university. We know that young people are particularly vulnerable at the time of exams and, in a way, it's hard to avoid all of that stress, but it's important that those young people are signposted at the earliest opportunity, and that window of opportunity - and sometimes it is only a window - is taken the most advantage of to reach out to them. So, can you tell us how you are ensuring, with this guidance that Lynne Neagle has mentioned, and you have mentioned, that young people are signposted as soon there are issues arising, and they do feel that there are people that they can turn to when sometimes they feel that all is lost?
Welsh: Weinidog, credaf fod y ffaith ein bod yn gallu trafod y pwnc hwn, a arferai fod yn bwnc tabŵ, yn y ffordd agored a thryloyw hon yn dangos pa mor bell rydym wedi dod fel gwlad, a chredaf fod hynny i'w groesawu. Rydym ninnau, wrth gwrs, yn y Siambr hon wedi cael ein profiad uniongyrchol ein hunain o golli ein cyd-Aelod annwyl, Carl Sargeant, yn y ffordd drasig hon, felly credaf fod cyfrifoldeb ar bob un ohonom i wneud yr hyn a allwn i geisio cyfleu'r neges honno, i ddweud wrth bobl nad oes yn rhaid iddynt deimlo ar chwâl i'r fath raddau fel bod yn rhaid iddynt weithredu yn y fath fodd. Mae wedi bod yn dda gweld yn ddiweddar fod rhaglenni teledu fel EastEnders wedi bod yn ymdrin â mater hunanladdiad gyda'r stori deimladwy am Bex Fowler a'r straen arni wrth iddi fynd i'r brifysgol. Gwyddom fod pobl ifanc yn arbennig o agored i niwed yn ystod cyfnod arholiadau, ac mewn ffordd, mae'n anodd osgoi'r holl straen hwnnw, ond mae'n bwysig fod y bobl ifanc hynny'n cael eu cyfeirio cyn gynted â phosibl, ac y manteisir ar y cyfle hwnnw - ac weithiau dim ond cyfle am gyfnod byr ydyw - i estyn allan atynt. Felly, a allwch ddweud wrthym sut rydych yn sicrhau, gyda'r canllawiau hyn y cyfeiriodd Lynne Neagle atynt, ac y sonioch chi amdanynt, fod pobl ifanc yn cael eu cyfeirio cyn gynted ag y bydd problemau'n codi, a'u bod yn teimlo bod pobl y gallant droi atynt pan fyddant weithiau'n teimlo bod popeth wedi'i golli?
English: Minister, one of my staff members has just completed an ASIST training course - that is, an applied suicide intervention skills training. This involved having very uncomfortable conversations about suicide, and it's aiming to keep people safe for now. Are there any plans to roll this sort of scheme out with your own programmes to teachers and appropriate staff in Welsh schools?
Welsh: Weinidog, mae un o fy aelodau staff newydd gwblhau cwrs Hyfforddiant Sgiliau Ymyriadau Hunanladdiad Cymwysedig. Roedd hyn yn golygu cael sgyrsiau anghyfforddus iawn am hunanladdiad, a'i nod yw cadw pobl yn ddiogel am nawr. A oes unrhyw gynlluniau i gyflwyno'r math hwn o gynllun gyda'ch rhaglenni eich hun i athrawon a'r staff priodol yn ysgolion Cymru?
English: Well, there are a plethora of training programmes and interventions that are available, and that sometimes causes problems for our schools - knowing which is the best training and the most appropriate and evidence-based approach to undertake. And that's why, as part of our whole-school approach to mental health, we are developing a toolkit for schools and a resource base for schools to try and simplify that process, so that they know what is available, what works and what there is a strong evidence base for. And, of course, we are making available additional resources for professional learning, thus creating the space for teaching professionals and other people working in our schools to undertake that training.
Welsh: Wel, mae llu o raglenni hyfforddi ac ymyriadau ar gael, ac mae hynny weithiau'n achosi problemau i'n hysgolion - gwybod pa un yw'r hyfforddiant gorau a'r dull mwyaf addas a seiliedig ar dystiolaeth i'w ddefnyddio. Ac fel rhan o'n dull ysgol gyfan o ymdrin ag iechyd meddwl, dyna pam ein bod yn datblygu pecyn cymorth i ysgolion a sylfaen adnoddau i ysgolion er mwyn ceisio symleiddio'r broses honno, fel eu bod yn gwybod beth sydd ar gael, beth sy'n gweithio a'r hyn y mae sylfaen dystiolaeth gref ar ei gyfer. Ac wrth gwrs, rydym yn sicrhau bod adnoddau ychwanegol ar gael ar gyfer dysgu proffesiynol, a thrwy hynny, rydym yn creu lle i addysgwyr proffesiynol a phobl eraill sy'n gweithio yn ein hysgolion gyflawni'r hyfforddiant hwnnw.
English: Diolch yn fawr, Rhun. Learners currently have opportunities to study international citizenship through education for sustainable development and global citizenship, the Welsh baccalaureate, and personal and social education. Ensuring that learners become ethical, informed citizens, who are ready to be citizens of Wales and the world, is, of course, one of our four purposes in our new curriculum.
Welsh: Diolch yn fawr, Rhun. Ar hyn o bryd, mae cyfleoedd ar gael i ddysgwyr astudio dinasyddiaeth ryngwladol drwy addysg ar gyfer datblygu cynaliadwy a dinasyddiaeth fyd-eang, bagloriaeth Cymru, ac addysg bersonol a chymdeithasol. Mae sicrhau bod dysgwyr yn dod yn ddinasyddion moesegol, gwybodus, sy'n barod i fod yn ddinasyddion Cymru a'r byd, wrth gwrs, yn un o'n pedwar diben yn ein cwricwlwm newydd.
English: Thank you. My supplementary question is slightly different to the one that I had originally intended to ask. I'm pleased to see the Minister for international relations by your side. The original question emerged from a meeting that we had of the cross-party group that I chair, Wales International, where we were discussing the draft international strategy produced by Government. And the question was: in the context of Brexit and that discussion, how can we sell the international strategy to those people who, perhaps, don't want to work internationally? That question still stands, but what I want to pursue instead - and I changed the emphasis because of what we've heard today, that appalling news about 39 people who were found dead in a lorry container that had passed through Holyhead. Some of the comments that I've read about the incident are appalling. They characterise the lack of tolerance that has been part of the public discourse over the past few years. So, how can we ensure that the kind of citizenship education that is presented in Welsh schools does far more to teach people about Wales's place in the world, its relationship with the rest of the world, and how people interact with each other, so that people don't feel that it is acceptable to go on social media and make public statements that are quite, quite appalling about events such as the one we've heard about today?
Welsh: Diolch. Mae'r cwestiwn atodol dwi am ei ofyn ychydig yn wahanol i'r un roeddwn i wedi'i fwriadu yn wreiddiol. Dwi'n falch o weld y Gweinidog cysylltiadau rhyngwladol wrth eich ymyl chi. Mi oedd y cwestiwn gwreiddiol yn deillio o gyfarfod y cawsom ni o'r grŵp trawsbleidiol dwi'n ei gadeirio, Cymru Ryngwladol, lle roedden ni'n trafod strategaeth ryngwladol drafft y Llywodraeth. A'r cwestiwn oedd: yng nghyd-destun Brexit a'r drafodaeth honno, sut allwn ni werthu strategaeth ryngwladol i bobl sydd, efallai, ddim eisiau bod yn rhyngwladol? Mae'r cwestiwn hwnnw yn sefyll, ond beth dwi am fynd ar ei ôl, yn hytrach - ac mae newid pwyslais oherwydd yr hyn rydyn ni wedi'i glywed heddiw, y newyddion erchyll am 39 o bobl yn cael eu canfod yn farw mewn lori a oedd wedi pasio drwy Gaergybi. Mae rhai o'r sylwadau dwi wedi'u darllen am y digwyddiad yn erchyll. Maen nhw'n nodweddu, dwi'n meddwl, y diffyg goddefgarwch sydd wedi bod yn nodwedd o'r disgẃrs cyhoeddus dros y blynyddoedd diwethaf. Felly, sut allwn ni sicrhau bod y math o addysg ddinasyddiaeth sydd yn cael ei chyflwyno yn ysgolion Cymru yn gwneud llawer mwy i ddysgu pobl am le Cymru yn y byd - perthynas Cymru â'r byd? Sut mae pobl yn cyd-berthyn i'w gilydd, fel nad ydy pobl yn teimlo'i bod hi'n dderbyniol i fynd ar gyfryngau cymdeithasol a gwneud datganiadau cyhoeddus, cwbl erchyll, am ddigwyddiadau fel yr hyn rydyn ni wedi clywed amdano fo heddiw?
English: Rhun, there are no adequate words to express the horror of the discovery of those individuals in the back of that lorry. It is a truly shocking thing to have happened, and then to have that reinforced by the comments that you have referred to - I have not seen them myself, but I can well imagine what they have said. As I said in answer to your original question, we are moving to a purpose-led curriculum that articulates the kind of citizens, the attributes, the type of people that we want to emerge as a result of their time in the Welsh education system, and I want them to be those ethical and informed citizens of Wales and the world. Your comments come on top of the question that was raised by your colleague Bethan Sayed around the report today into racism in our universities. We have a problem here in Wales and we have to use all aspects of Welsh Government public policy to be able to address that. There is a huge responsibility on education to ensure that these views are challenged when they're expressed, and we can give children the opportunity to understand and to develop empathy and respect, and the reasons why those 39 people felt desperate enough to climb into the back of the lorry in the first place.
Welsh: Rhun, nid oes geiriau a all fynegi pa mor arswydus yw'r newyddion am ddarganfod yr unigolion hynny yng nghefn y lori honno. Mae'n beth gwirioneddol frawychus, a chael hynny wedi'i atgyfnerthu gan y sylwadau y cyfeirioch chi atynt - nid wyf wedi eu gweld fy hun, ond gallaf ddychmygu'r hyn y maent wedi'i ddweud. Fel y dywedais wrth ateb eich cwestiwn gwreiddiol, rydym yn newid i gwricwlwm a arweinir gan ddiben sy'n diffinio'r math o ddinasyddion, y priodoleddau, y math o bobl rydym am eu gweld o ganlyniad i'w profiad yn system addysg Cymru, ac rwyf am iddynt fod yn bobl foesegol a gwybodus sy'n ddinasyddion Cymru a'r byd. Daw eich sylwadau ar ôl y cwestiwn a ofynnwyd gan eich cyd-Aelod, Bethan Sayed, ynglŷn â'r adroddiad heddiw ar hiliaeth yn ein prifysgolion. Mae gennym broblem yma yng Nghymru ac mae'n rhaid i ni ddefnyddio pob agwedd ar bolisi cyhoeddus Llywodraeth Cymru i allu mynd i'r afael â hi. Mae cyfrifoldeb enfawr ar addysg i sicrhau bod y safbwyntiau hyn yn cael eu herio pan gânt eu mynegi, a gallwn roi cyfle i blant ddeall a datblygu empathi a pharch, a'r rhesymau pam roedd y 39 o bobl hynny'n teimlo'n ddigon anobeithiol i ddringo i gefn y lori yn y lle cyntaf.
English: Thank you, Mark. Local authorities are responsible for providing a suitable education for all children and young people, including those with additional learning needs. Our ambitious additional learning needs reforms will completely overhaul the system for supporting learners with ALN, and it will drive improvements and ensure that all learners achieve their full potential, whatever that is.
Welsh: Diolch, Mark. Mae awdurdodau lleol yn gyfrifol am ddarparu addysg addas i bob plentyn a pherson ifanc, gan gynnwys y rheini ag anghenion dysgu ychwanegol. Bydd ein diwygiadau uchelgeisiol mewn perthynas ag anghenion dysgu ychwanegol yn ailwampio'r system ar gyfer cefnogi dysgwyr ag ADY yn llwyr, a bydd yn gyrru gwelliannau ac yn sicrhau bod pob dysgwr yn cyflawni eu potensial llawn, beth bynnag y bo.
English: Thank you. At the beginning of this month, all Members received an e-mail from the Royal College of Speech and Language Therapists highlighting the risks if speech and language communication is underdeveloped. I'll mention a couple of things they did, but, for example, without effective help, one in three children with speech, language and communication difficulties will need treatment for mental health; 88 per cent of long-term unemployed young men have speech, language and communication needs; and up to 60 per cent of young people in the youth justice estate have similar speech, language and communication needs. It's nearly two decades since I fought this battle on behalf of one of my children to get interventions that he was otherwise being denied, and two decades later, we're still receiving e-mails with these horrifying statistics. Beyond the ALN Act, what specific action can you take with your colleagues - because this is a cross-departmental issue - to recognise the essential need for speech and language therapy for a wide range of children in the school environment, also recognising Welsh data on the economic value of speech and language therapy, that every £1 invested in enhanced speech and language therapy generates £6.43 through increased lifetime earnings, because it enables access to the curriculum and creates opportunities for individuals, and that every £1 invested in enhanced speech and language therapy for autistic pupils generates £1.46 through lifetime cost savings created by improved communication?
Welsh: Diolch. Ar ddechrau'r mis, derbyniodd yr holl Aelodau e-bost gan Goleg Brenhinol y Therapyddion Lleferydd ac Iaith a oedd yn tynnu sylw at y risgiau os yw cyfathrebu lleferydd ac iaith heb ddatblygu'n llawn. Rwyf am sôn am ychydig o bethau a wnaethant, ond er enghraifft, heb gymorth effeithiol, bydd angen triniaeth iechyd meddwl ar un o bob tri phlentyn ag anawsterau lleferydd, iaith a chyfathrebu; mae gan 88 y cant o ddynion ifanc sy'n ddi-waith yn hirdymor anghenion lleferydd, iaith a chyfathrebu; ac mae gan hyd at 60 y cant o bobl ifanc mewn sefydliadau cyfiawnder ieuenctid anghenion lleferydd, iaith a chyfathrebu tebyg. Mae bron i ddau ddegawd wedi bod ers i mi ymladd y frwydr hon ar ran un o fy mhlant er mwyn sicrhau ei fod yn cael yr ymyriadau a oedd yn cael eu gwrthod iddo fel arall, a ddau ddegawd yn ddiweddarach, rydym yn dal i dderbyn e-byst gyda'r ystadegau arswydus hyn. Y tu hwnt i'r Ddeddf ADY, pa gamau penodol y gallwch eu cymryd gyda'ch cyd-Aelodau - gan fod hwn yn fater trawsadrannol - i gydnabod yr angen hollbwysig am therapi lleferydd ac iaith ar gyfer ystod eang o blant yn amgylchedd yr ysgol, gan gydnabod data Cymreig hefyd ar werth economaidd therapi lleferydd ac iaith, fod pob £1 a fuddsoddir mewn gwell therapi lleferydd ac iaith yn cynhyrchu £6.43 drwy enillion uwch dros oes gyfan, gan ei fod yn galluogi mynediad at y cwricwlwm ac yn creu cyfleoedd i unigolion, a bod pob £1 a fuddsoddir mewn gwell therapi lleferydd ac iaith ar gyfer disgyblion awtistig yn cynhyrchu £1.46 drwy arbedion cost dros oes gyfan yn sgil gwell cyfathrebu?
English: Well, Mark, I would not want to take issue with you at all about the importance of developing oracy skills at the earliest possible age for our children. We know that a good basis in speaking skills is a platform to success later on in their educational journey. You say that, apart from the ALN programme, what else is going on, but the ALN transformation programme is absolutely crucial to driving forward better interdepartmental working between education and healthcare professionals, ensuring earlier identification of additional learning needs for every child and creating the expectation, and delivering on that expectation, that those services will be available. I continue to have discussions with colleagues in health - and the Minister for health is in his seat - about how we can ensure, when a school identifies a healthcare need for a particular child, that that support will be there at the appropriate time to influence positive outcomes in terms of learning for that child.
Welsh: Wel, Mark, nid wyf am ddadlau â chi o gwbl ynghylch pwysigrwydd datblygu sgiliau llafaredd ar yr oedran cynharaf posibl i'n plant. Gwyddom fod sylfaen dda mewn sgiliau siarad yn arwain at lwyddiant yn nes ymlaen yn eu taith addysgol. Ar wahân i'r rhaglen ADY, rydych yn gofyn beth arall sy'n digwydd, ond mae'r rhaglen drawsnewid ADY yn gwbl hanfodol i hybu gwaith rhyngadrannol gwell rhwng addysgwyr proffesiynol a gweithwyr gofal iechyd proffesiynol, gan sicrhau bod anghenion dysgu ychwanegol ar gyfer pob plentyn yn cael eu nodi'n gynharach a chreu'r disgwyliad, a bodloni'r disgwyliad hwnnw, y bydd y gwasanaethau hynny ar gael. Rwy'n parhau i gael trafodaethau gyda chyd-Aelodau ym maes iechyd - ac mae'r Gweinidog iechyd yn ei sedd - ynglŷn â sut y gallwn sicrhau, pan fydd ysgol yn nodi bod gan blentyn penodol angen gofal iechyd, y bydd y gefnogaeth honno yno ar yr adeg briodol i sicrhau canlyniadau cadarnhaol i'r plentyn hwnnw mewn perthynas â dysgu.
English: Finally, Alun Davies.
Welsh: Ac, yn olaf, Alun Davies.
English: Thank you very much, Presiding Officer, and can I place my personal interest on the record? You said, Minister, in answer to Mark Isherwood, that all local authorities have responsibility for delivering on this agenda. You know and I know, from your constituency workload and from my constituency workload, that children with additional learning needs are being failed every day of the week in schools in this country. You know and I know that local authorities are not delivering on the support that children with additional learning needs require to fulfil their potential. You and I worked together in Government to deliver a restructured and a new, transformed process for supporting children and young people with additional learning needs. Do you not believe now, Minister, that the time is here for us to ensure that there are ring-fenced resources, specific streams of funding, available to schools to deliver additional learning needs education? Because I do not have the confidence - . My personal experience and, I think, your personal experience, as the Member for Brecon and Radnorshire, tells you and tells me that the current system, even a reformed system, unless there is additional funding in it, specifically ring-fenced funding, will not deliver.
Welsh: Diolch yn fawr iawn, Lywydd, ac a gaf fi ddatgan buddiant personol? Fe ddywedoch chi, Weinidog, mewn ateb i Mark Isherwood, fod gan bob awdurdod lleol gyfrifoldeb am gyflawni'r agenda hon. Fe wyddoch chi ac fe wn i, o'ch llwyth gwaith etholaethol chi ac o fy llwyth gwaith etholaethol innau, fod plant ag anghenion dysgu ychwanegol yn cael cam bob dydd o'r wythnos mewn ysgolion yn y wlad hon. Fe wyddoch chi ac fe wn i nad yw awdurdodau lleol yn darparu'r gefnogaeth sydd ei hangen ar blant ag anghenion dysgu ychwanegol i gyflawni eu potensial. Fe fuoch chithau a minnau'n gweithio gyda'n gilydd yn y Llywodraeth i ddarparu proses newydd wedi'i thrawsnewid a'i hailstrwythuro ar gyfer cefnogi plant a phobl ifanc ag anghenion dysgu ychwanegol. Onid ydych yn credu bellach, Weinidog, ei bod yn bryd inni sicrhau bod adnoddau wedi'u clustnodi, ffrydiau cyllid penodol, ar gael i ysgolion fel y gallant ddarparu addysg anghenion dysgu ychwanegol? Oherwydd nid oes gennyf hyder - . Mae fy mhrofiad personol, a'ch profiad personol chithau, rwy'n credu, fel yr Aelod dros Frycheiniog a Sir Faesyfed, yn dweud wrthych chi ac yn dweud wrthyf finnau na fydd y system bresennol, hyd yn oed system ddiwygiedig, oni bai fod cyllid ychwanegol ynddi, cyllid wedi'i glustnodi'n benodol, yn llwyddo i wneud hynny.