English: I think it's important that we put this in its context, and when we started to consider the project, it became clear to us from the outset that this was a very different piece of work and more than an inspection. And in order to achieve this, we concentrated on reviewing the culture, and that's what's important to us, that it's the culture and the safeguarding processes in secondary schools that help to safeguard children and support young people better. So, although this piece of work was done in addition to what we were doing already in our usual day-to-day timetabled activity, we responded very swiftly to the Minister's request for the report. And, during discussions with Welsh Government, as we developed our plan, we agreed that, given the tight timescale, it wasn't possible for us to go beyond the secondary sector for this particular review. Delyth just mentioned the training that we'd had, and we felt that if we had included pupil referral units, it would've been very difficult for us to do it within the timescale that we had, and we felt that we would have needed further training for our inspectors to discuss incidents of peer-on-peer sexual harassment with their pupils, particularly with those vulnerable pupils who attend the pupil referral units, and the fact that very many of them may have had a number of adverse childhood experiences, and they may have been of a sexual nature. So, that's why we decided not to include pupil referral units. But, during this review, we were focused on experiences in secondary schools. We considered the culture, as I said, and our work included the review of guidance and the current advice provided in schools, and the other relevant agencies that work directly with children and young people. But, most importantly - and this is the point that I want to make this morning - the report summarises the findings of surveys and face-to-face discussions that we had with pupils and with staff on the nature of peer-on-peer sexual harassment, how common it is, and how schools are managing it. It's important to note that we are eager to identify good practice, and we did see effective, good practice in schools, and we did think that this was a strong element of the report and that the case studies contained within the report will be of great assistance to schools, as they consider relationships and sexuality in schools. But Delyth's already mentioned the preparations that we made, and I think this is also important. So, before we visited schools, we had initial discussions with the relevant agencies, but we didn't have time to have any panel discussions - reference panels - but we did seek initial views from various support agencies and pressure groups and that provided the foundation for our work. Finding that specialist support from the outset was extremely important to our preparations for this work - the emotional work that we were faced with. And to do this, we worked closely with specialist academics. Before visiting schools, we organised training and professional development for the team, and worked with Professor E.J. Renold, Cardiff University, the Children's Commissioner for Wales's office and NSPCC. So, in addition to developing that training, we also ensured that our inspectors were aware of how to respond to any discussion and the protocol, and then we put procedures in place in order to support their work. I don't know if you want me to talk about how we had face-to-face discussions with pupils and so on.
Welsh: Dwi'n meddwl ei fod e'n bwysig ein bod ni efallai yn rhoi hwn yn ei gyd-destun, a phan wnaethom ni gychwyn ystyried y project, fe ddaeth e'n amlwg inni o'r cychwyn cyntaf fod hwn yn ddarn gwahanol iawn o waith ac yn fwy nag ymholiad. Ac er mwyn cyflawni hyn, gwnaethom ni ganolbwyntio ar adolygu'r diwylliant, a dyna sy'n bwysig inni, mai diwylliant a'r prosesau diogelu mewn ysgolion uwchradd sy'n helpu i amddiffyn plant a chefnogi pobl ifanc yn well. So, er i'r darn hwn o waith gael ei wneud yn ychwanegol i'r hyn roedden ni'n ei wneud yn barod, ein gweithgareddau arferol, y gwaith oedd wedi'i amserlennu, fe wnaethom ni ymateb yn gyflym iawn i gais y Gweinidog ar gyfer yr adroddiad. Ac, yn ystod ein trafodaethau gyda Llywodraeth Cymru, wrth inni ddatblygu'n cynllun, fe wnaethom ni gytuno ei fod o ddim yn bosib, oherwydd yr amseru tynn, inni fynd y tu hwnt i ysgolion uwchradd ar gyfer yr adolygiad arbennig hwn. A hefyd, yn ogystal, roedd Delyth wedi cyfeirio fanna at yr hyfforddiant roeddem ni wedi'i gael, ac roeddem ni'n teimlo petasem ni wedi cynnwys unedau cyfeirio disgyblion, yna byddai wedi bod yn anodd iawn inni ei wneud o gyda'r amser a oedd gyda ni, ac yn teimlo efallai bod angen hyfforddiant pellach ar ein harolygwyr ni i drafod digwyddiadau o aflonyddu rhywiol rhwng cyfoedion gyda'u disgyblion, yn enwedig o ystyried y disgyblion bregus sydd yn mynychu yr unedau cyfeirio disgyblion, a'r ffaith y byddai llawer iawn ohonynt wedi profi sawl profiad plentyndod andwyol, ac efallai bod y rhain yn cynnwys rhai o natur rywiol. Felly, dyna pam wnaethom ni ddim penderfynu ar y pryd i fynd i gynnwys unedau cyfeirio disgyblion. Ond, yn ystod yr adolygiad hwn, roeddem ni'n canolbwyntio ar brofiadau mewn ysgolion uwchradd. Gwnaethom ni ystyried y diwylliant, fel roeddwn i wedi dweud, ac roedd ein gwaith ni'n cynnwys yr adolygu hefyd o ganllawiau cymorth presennol sydd mewn ysgolion, a'r asiantaethau perthnasol eraill sydd yn gweithio'n uniongyrchol gyda phlant a phobl ifanc. Ond, dwi'n meddwl yn bwysicach fyth - a dyma'r pwynt dwi eisiau ei wneud bore yma nawr - ydy bod yr adroddiad yn crynhoi canfyddiadau holiaduron a thrafodaethau uniongyrchol a gawsom ni gyda disgyblion a gyda staff am natur a chyffredinolrwydd yr aflonyddu rhywiol rhwng cyfoedion, a sut mae ysgolion yn rheoli hyn. Ac mae'n bwysig nodi ein bod ni'n awyddus i adnabod arferion effeithiol hefyd a welwyd, ac mi wnaethom ni weld arfer dda, arfer effeithiol mewn ysgolion, ac rydym ni yn teimlo bod hwn yn elfen gref o'r adroddiad a bod yr astudiaethau achos sydd yn rhan o'r adroddiad yn mynd i fod o gymorth mawr i ysgolion, wrth iddyn nhw ystyried perthnasedd a rhywioldeb mewn ysgolion. Ond mae Delyth eisoes wedi sôn am y paratoi a wnaethom ni ei wneud, a dwi'n meddwl bod hwn yn bwysig hefyd. Felly, cyn ein bod ni wedi ymweld â'r ysgolion, mi gawsom ni drafodaethau cychwynnol gydag asiantaethau perthnasol, ond doedd dim amser gyda ni mewn gwirionedd ar gyfer unrhyw gyfarfodydd panel - paneli cyfeirio manwl - ond fe wnaethom ni gaffael barn gychwynnol gan asiantaethau cefnogi amrywiol a charfannau pwyso a fu'n sail i'n gwaith ni felly. Ac roedd dod o hyd i'r gefnogaeth arbenigol o'r cychwyn cyntaf yn hynod o bwysig i'n paratoi ni ar gyfer y gwaith - y gwaith emosiynol oedd o'n blaenau ni. Ac i gyflawni hyn, fe wnaethom ni weithio'n agos gydag academyddion arbenigol, gwnaethom ni weithio wedyn, cyn ein bod ni'n ymweld â'r ysgolion, gwnaethom ni drefnu hyfforddiant a datblygiad proffesiynol ar gyfer y tîm, a gweithio, yn wir, gyda'r Athro E.J. Renold, gyda Phrifysgol Caerdydd, swyddfa Comisiynydd Plant Cymru a'r NSPCC. So, yn ogystal â datblygu yr hyfforddiant yna, fe wnaethom ni wneud yn siŵr hefyd fod ein harolygwyr ni yn ymwybodol o sut i ymateb i unrhyw drafodaethau a'r protocol, ac wedyn fe wnaethom ni roi yn eu lle y gweithdrefnau er mwyn cefnogi eu gwaith nhw. Ydych chi eisiau imi sôn am sut aethon ni ati wedyn o ran y trafod gyda'r disgyblion a thrafod yr hyn a wnaethom ni?