techiaith/cofnodycynulliad_en-cy huggingface dataset:
English: Thank you. That touches, in a way, on the next question that I have. Pupils were outside of school for very long periods, and they continue to be, some of them. So, to what extent do you understand that the sexual harassment that we are discussing today is taking place outside of the school day, for example, as we have just mentioned, online, and what difference does that make, if any, to the responsibility and capacity of schools and pupil referral units to deal with these incidents? Rebecca, do you want to start?
Welsh: Diolch. Mae hynny'n cyffwrdd, mewn ffordd, ar y cwestiwn nesaf sydd gen i. Roedd disgyblion y tu allan i'r ysgol, onid oedden nhw, am gyfnodau hir, ac maen nhw'n dal i fod, rhai ohonyn nhw. Felly, i ba raddau ŷch chi'n deall bod yr aflonyddu rhywiol rŷn ni'n ei drafod yn digwydd y tu allan i'r diwrnod ysgol, er enghraifft, fel rŷn ni newydd sôn, ar-lein, a pha wahaniaeth y mae hynny'n ei wneud, os o gwbl, i gyfrifoldeb a chapasiti ysgolion ac unedau cyfeirio disgyblion i fynd i'r afael â'r digwyddiadau hynny? Rebecca, ydych chi eisiau dechrau y tro hwn?
English: I think it is happening in all aspects of young people's lives, it's sad to say, in school and outside of school. Of course, that makes it harder for schools to tackle this issue; schools can't be responsible for pupils' behaviour 24 hours of the day. But, having said that, that doesn't diminish the responsibility of schools to create a culture and ethos based on respect and equality and ensuring that that pervades through school's culture, but also in formal education as well. If anything, it increases that responsibility to try to have that influence on pupils while they are school pupils and beyond, of course, as they go out into the world afterwards. That is the kind of curriculum that we are about to introduce, namely one that creates citizens who are confident, educated and open-minded. So, it is difficult. The key to this - and I am sure that this will come up several times during today's session - is that we need support for schools to do this important work.
Welsh: Rwy'n credu ei fod yn digwydd ymhob agwedd ar fywydau pobl ifanc, mae'n drist i ddweud, yn yr ysgol a'r tu allan i'r ysgol. Wrth gwrs, mae hynny'n ei gwneud hi'n anoddach i ysgolion fynd i'r afael ag e; gall ysgolion ddim bod yn gyfrifol am ymddygiad disgyblion 24 awr y dydd. Ond, wedi dweud hynny, dyw hynny ddim yn lleihau cyfrifoldeb ysgolion i greu diwylliant ac ethos sy'n seiliedig ar barch a chydraddoldeb a sicrhau bod hynny'n dod trwy ddiwylliant yr ysgol, a thrwy'r addysg ffurfiol hefyd. Os unrhyw beth, mae'n cynyddu'r cyfrifoldeb yna, onid yw e, i geisio cael y dylanwad yna ar ddisgyblion tra'u bod nhw'n ddisgyblion ysgol a'r tu hwnt wrth fynd allan i'r byd, wedyn. Dyna'r math o gwricwlwm rŷn ni ar fin cyflwyno, sef un sydd yn ffurfio dinasyddion sydd yn hyderus ac yn hyddysg ac yn agored eu meddwl. Felly, mae'n anodd. Yr allwedd i hyn - a dwi'n siŵr bydd hyn yn dod lan sawl gwaith yn ystod y sesiwn - yw bod angen cefnogaeth ar ysgolion i wneud y gwaith pwysig yma.
English: Thank you. Yes, we'll come back to that. I know that my fellow committee members have specific questions on policies and support and the curriculum. Mary, did you have anything that you wanted to add before we move on?
Welsh: Diolch. Ie, fe fyddwn ni'n dod nôl at hynny. Dwi'n gwybod bod gan aelodau eraill o'r pwyllgor gwestiynau penodol ynglŷn â pholisïau a chefnogaeth a'r cwricwlwm. Mary, oes gyda chi rywbeth rŷch chi eisiau ei ychwanegu cyn ein bod ni'n symud ymlaen?
English: Yes, just briefly on the question with regard to parents and families, I think that that is an important part of this situation as a whole, and certainly support for parents and families is very valuable with regard to how to discuss some of these issues with their children and how to try to keep their children safe online, but also that idea of an ethos and culture based on respect and equality. If possible, that needs to spread further than just the school itself, home to the families, because families also need to know what's acceptable and what isn't acceptable, and try to create that culture and ethos at home too, because some of these problems certainly emanate from home. And going back to that question at the outset on primary schools, if we see these kinds of attitudes and language from primary school pupils, it's very likely that it is from the home and the community that that has stemmed. So, certainly, we need to consider that as part of the wider picture.
Welsh: Jest yn gyflym ar y cwestiwn ynglŷn â rhieni a theuluoedd, dwi'n credu bod hwnna'n rhan bwysig iawn o'r sefyllfa gyfan, ac yn sicr mae cefnogaeth i rieni a theuluoedd yn werthfawr iawn ynghylch sut i drafod rhai o'r materion hyn gyda'u plant a sut i geisio cadw eu plant yn ddiogel ar-lein, ond hefyd y syniad yna o'r ethos a'r diwylliant yn seiliedig ar barch a chydraddoldeb. Os yn bosib, mae angen i hynny dreiddio ymhellach na'r ysgol ei hun, adref i'r teuluoedd hefyd, achos mae angen hefyd i deuluoedd wybod beth sydd yn dderbyniol a beth sydd ddim yn dderbyniol, a cheisio creu'r diwylliant a'r ethos yna adref hefyd, achos mae rhai o'r problemau yn sicr yn deillio o gartrefi. Ac yn mynd nôl i'r cwestiwn ar y cychwyn ynglŷn ag ysgolion cynradd, hynny yw, os ŷn ni'n gweld y mathau o agweddau a ieithwedd yn dod gan ddisgyblion cynradd, mae'n debygol iawn mai yn y cartref a'r gymuned y mae'r rheini wedi deillio. Felly, yn sicr, mae angen ystyried hynny fel rhan o'r pictiwr ehangach.
English: In a way, the question also emphasises why we need a whole-school approach to this problem, because I think all members of school staff need to understand what sexual harassment is and to recognise it when they see it and when it's reported to them, and what needs to be available to pupils is a whole range of options of people that they can turn to, of those people that they feel comfortable discussing these issues with, including teachers, but all school staff also. It's a part of creating that ethos and creating a safe space for pupils. We have to tackle that on a whole-school level so that everyone is aware and confident about identifying and responding to cases of sexual harassment.
Welsh: Mewn ffordd, mae'r cwestiwn hefyd yn pwysleisio pam fod angen ymagwedd ysgol gyfan at y broblem, achos dwi'n credu bod angen i bob un o aelodau o staff yr ysgol ddeall beth yw aflonyddu rhywiol pan maen nhw'n ei weld e neu pan maen nhw'n cael gwybod amdano fe, ac mae eisiau'r holl ystod o opsiynau ar ddisgyblion hefyd o bobl i droi atyn nhw, y bobl maen nhw'n teimlo'n gyfforddus i drafod y mater gyda nhw, yn cynnwys athrawon, ond holl staff yr ysgol hefyd. Mae'n rhan o greu'r ethos yna a chreu gofod diogel i'r disgyblion. Mae'n rhaid taclo hynny ar lefel ysgol gyfan i bawb fod yn hyddysg ac yn hyderus ynghylch adnabod ac ymateb i achosion o aflonyddu rhywiol.
English: Yes, I agree with everything that Mairead has just said, and I think this is an example of where, perhaps, a template of a policy on a national level would be very, very useful for schools, with the right, of course, to adapt it to their requirements, but there would at least be a template of a policy that would include all of the elements that everyone would agree are required in a policy of this kind, and then training on a local or regional level that would align with all of those policy elements in terms of identifying, recording, reporting, responding and also the nature of the support services that should be provided to schools to help them deal with specific cases and to provide support to pupils and staff.
Welsh: Ie, dwi'n cytuno â phopeth mae Mairead newydd ei ddweud, a dwi'n credu bod hwn yn enghraifft o ble byddai, efallai, templed o bolisi ar lefel genedlaethol yn ddefnyddiol iawn, iawn i ysgolion, hynny yw, gyda'r hawl i addasu yn ôl eu hanghenion nhw ond bod yna o leiaf templed o bolisi sy'n cynnwys yr holl elfennau y byddai pawb yn cytuno sydd eu hangen mewn polisi o'r fath, ac wedyn hyfforddiant ar lefel leol neu ranbarthol a fyddai'n cydfynd â'r holl elfennau yn y polisi wedyn o ran adnabod, cofnodi, adrodd, ymateb a hefyd natur y gwasanaethau cefnogol a ddylai fod ar gael i ysgolion i'w helpu nhw i ddelio ag achosion penodol a rhoi cefnogaeth a chymorth i ddisgyblion ac i staff.
English: Yes, in that regard, in a way, what would facilitate this would be ensuring that all of the support comes through systems that already exist. So, there should be help provided to schools by providing additional resources, specialist resources, external support, speakers and so on to come into schools. The Estyn report has been clear about that. Perhaps drama in education is another way of raising many of these issues. So, it's about not placing the whole burden on the schools themselves, but ensuring that there is an additional capacity within schools and surrounding schools, wrapped around them, to help them to get to grips with this. So, training, yes, but other things too, such as resources and services. This isn't really something that can be delayed or postponed, but schools are already under huge pressure, as Mary has already explained.
Welsh: Ie, o ran hynny, mewn ffordd, beth fyddai'n hwyluso fyddai gwneud yn siŵr bod yr holl gefnogaeth yn dod drwy systemau sy'n bodoli'n barod. Felly, hynny yw, byddai eisiau helpu ysgolion drwy ddarparu adnoddau ychwanegol, arbenigol, cefnogaeth allanol, siaradwyr i ddod i mewn i ysgolion. Mae adroddiad Estyn wedi bod yn glir am hynny. Efallai fod drama mewn addysg yn un ffordd hefyd o godi lot o'r problemau hyn. Hynny yw, nid rhoi'r baich cyfan ar yr ysgolion eu hunain, ond gwneud yn siŵr bod yna gapasiti ychwanegol tu mewn i ysgolion ac o gwmpas ysgolion i'w helpu nhw i fynd i'r afael â hyn. Felly, hyfforddiant, ie, ond pethau eraill hefyd, fel adnoddau a gwasanaethau. Dyw hyn ddim wir yn rhywbeth mae modd ei ohirio, ond eto mae ysgolion dan bwysau eithriadol, fel mae Mary newydd esbonio am y rhesymau hynny.
English: I think that this comes back to the previous question with regard to policy, because I think there is scope in policies to be clear about how to record incidents, and what categories need to be recorded, and then we would have national consistency. Because gathering the data is hugely important, because without the data we can't analyse the situation and the problem, and we can't see whether things are improving or deteriorating. It's vital, and I think that the place for that is in schools' policies, but on the basis of a national template, and then we can make information management systems in schools fit those requirements.
Welsh: Dwi'n credu bod hwn yn dod nôl at y cwestiwn blaenorol ynghylch polisïau, achos dwi'n credu bod yna le mewn polisïau i fod yn glir ynghylch sut i gofnodi a beth yw'r categorïau sydd angen eu cofnodi, ac wedyn bod gyda ni gysondeb cenedlaethol. Achos mae casglu'r data yn hollbwysig, achos heb y data, allwn ni ddim dadansoddi'r sefyllfa a'r broblem yn gywir, a gallwn ni ddim gweld a yw pethau'n gwella neu'n gwaethygu. Mae'n hollol allweddol, a dwi'n credu mai'r lle ar gyfer hynny yw polisïau ysgolion, ond ar sail templed cenedlaethol, ac wedyn mae modd gwneud i systemau rheoli gwybodaeth mewn ysgolion ffitio'r gofynion hynny.
English: I agree very strongly with that. There is overlap, isn't there, between bullying and sexual harassment, but there are things that don't overlap too and we need to deal with those things separately. And certainly we have to be honest and to acknowledge, recognise and identify exactly what's going on. With regard to bullying, at the moment we don't deal with bullying in schools under one heading - there are many subheadings in terms of the kinds of bullying. But certainly I think we need to tackle this differently.
Welsh: Dwi'n cytuno'n gryf iawn â hynny. Yn amlwg, mae yna orgyffwrdd, onid oes, rhwng bwlio ac aflonyddu rhywiol, ond mae yna bethau sydd ddim yn gorgyffwrdd hefyd ac mae angen delio â nhw ar wahân. Ac yn sicr, mae angen bod yn onest ac adnabod yn union beth sydd yn digwydd. Hynny yw, o ran bwlio erbyn hyn dydyn ni ddim yn delio â bwlio mewn ysgolion o dan un pennawd - mae yna lot o is-benawdau i'r mathau o fwlio. Ond dwi'n credu bod eisiau yn sicr ymdrin â hyn yn wahanol ac ar wahân.
English: Yes, it is happening, but I don't think that there is consistency in terms of how it's happening, where and when and at what level of seriousness and severity. I think it depends on school leadership and the nature of support from local authorities too. And I think this is an issue that we need to look at. The idea that is coming through of community schools is a very interesting one from this point of view, because ideally you would have a school with all of the other agencies wrapping around that school, and there would be access for social workers, for counselling services and trauma counselling services, CAMHS services - mental health. That's the kind of model that we need, truth be told. Schools can deal with so much of the problem in terms of trying to prevent the problems and also trying to tackle the problems that arise, but there comes a point where they genuinely, genuinely do need those specialist services to be working hand in hand with the school, without long waiting lists and without barriers to access to those services.
Welsh: Ydy, mae e'n digwydd, ond dwi ddim yn credu bod yna gysondeb ynghylch sut mae'n digwydd, pryd a ble ac ar ba drothwy o ddifrifoldeb. Dwi'n credu ei fod e braidd yn fympwyol ac yn dibynnu ar arweinyddiaeth ysgolion ac efallai natur cefnogaeth awdurdodau lleol hefyd. A dwi'n credu bod hwn yn faes mae gwir angen edrych arno fe. Mae'r syniad sydd yn dod trwyddo nawr o ysgolion cymunedol yn un diddorol iawn, dwi'n credu, o safbwynt hyn, achos yn ddelfrydol mi fyddai gennych chi ysgol gyda'r holl asiantaethau eraill yn ei hamgylchynu hi, a bod yna fynediad parod iawn i weithwyr cymdeithasol arbenigol, i wasanaethau cwnsela a thrawma a gwasanaethau CAMHS - iechyd meddwl. Hynny yw, dyna'r math o fodel sydd ei angen, yn wir. Mae ysgolion yn gallu delio â hyn a hyn o'r broblem o ran ceisio osgoi'r problemau a cheisio mynd i'r afael â'r problemau sy'n codi, ond mae pwynt yn dod lle mae gwir, gwir angen y gwasanaethau arbenigol hynny i fod yn gweithio law yn llaw ag ysgolion, heb restrau aros hir neu heb rwystrau i fynediad at y gwasanaethau hynny.
English: Just to add one thing with regard to the curriculum and RSE in particular, I think it's worth us noting our thanks, in a way, to the Welsh Government, and noting how robust the previous Minister was in insisting that every child should have access to this relationships and sexuality education. We know that she came under huge pressure from several directions to give the right for families to opt out, and she stood her ground, and I think we need to acknowledge that, because now we're in a situation where every single child will receive this education, and it will be an entirely appropriate and relevant education to them.
Welsh: I ychwanegu un peth ynglŷn â'r cwricwlwm ac addysg cydberthynas a rhywioldeb yn benodol, dwi'n credu ei fod e'n werth i ni nodi diolch, mewn ffordd, i Lywodraeth Cymru, a nodi pa mor gryf buodd y Gweinidog cynt yn mynnu bod pob plentyn yn mynd i gael mynediad at yr addysg cydberthynas a rhywioldeb. Rŷn ni'n gwybod y daeth hi dan bwysau anferth o sawl cyfeiriad i roi hawl i deuluoedd optio allan, ac fe wnaeth hi sefyll yn gadarn iawn, a dwi'n credu bod eisiau cydnabod hynny, achos nawr rŷn ni mewn sefyllfa lle bydd pob un plentyn yn derbyn yr addysg hon, ac mi fydd hi'n addysg gwbl briodol a hollbwysig iddyn nhw.
English: I have no idea in terms of numbers, but I think it's also interesting to note that a number of schools have seen the value and benefit of the new curriculum in this area, and have perhaps moved towards introducing RSE even before the introduction of the curriculum formally, because they have seen the serious need for it.
Welsh: Does gen i ddim syniad o ran niferoedd, ond dwi'n credu ei bod hi hefyd yn ddiddorol i nodi bod llawer o ysgolion wedi gweld gwerth a budd y cwricwlwm newydd yn y maes hwn, ac wedi symud, efallai, i gyflwyno'r addysg cydberthynas a rhywioldeb hyd yn oed cyn cyflwyno'r cwricwlwm yn ffurfiol, oherwydd maen nhw wedi gweld yr angen difrifol amdano fe.
English: I am going to speak in Welsh. I'm Iestyn Wyn. I work as campaigns, policy and research manager at Stonewall Cymru, which is the LGBTQ+ charity here in Wales. We do acknowledge and see the huge importance that the new curriculum for Wales offers through ensuring that relationships and sexuality education that is inclusive for LGBTQ+ pupils is available to young people in the future. So, we've been doing a great deal of work in preparing for this new curriculum. Specifically for this inquiry, we acknowledge that there is evidence that does demonstrate that LGBTQ+ people, and young people and children in particular, can experience higher rates of sexual harassment as compared with their contemporaries who don't identify as LGBTQ+. So, hopefully, throughout this session today, we can give a little bit more of an explanation of our stance in terms of why that is happening specifically within our schools here in Wales. Also, Chair, I want to say in this forum that we do acknowledge that there is a lack of understanding and evidence in this area, specifically with regard to young people who are LGBTQ+ and how often it happens for our LGBTQ+ people here in Wales. So, I think that is something that I would like to emphasise at the outset.
Welsh: Dwi am siarad yn Gymraeg. Iestyn Wyn ydw i. Dwi'n gweithio fel rheolwr ymgyrchoedd, polisi ac ymchwil efo Stonewall Cymru, sef yr elusen LHDTC+ yma yng Nghymru. Rydyn ni'n cydnabod ac yn gweld y pwysigrwydd anferthol mae'r cwricwlwm newydd i Gymru yn ei gynnig, trwy sicrhau bod addysg cydberthynas a rhywioldeb cynhwysol LHDTC+ ar gael ar gyfer pobl ifanc yn y dyfodol. Felly, rydyn ni wedi bod yn gwneud cryn dipyn o waith yn paratoi ar gyfer y cwricwlwm newydd hwnnw. Yn benodol ar gyfer yr ymchwiliad yma, rydyn ni'n cydnabod bod yna dystiolaeth yn dangos bod pobl LHDTC+ a phobl ifanc a phlant yn benodol yn gallu profi cyfraddau uwch o aflonyddu rhywiol o'u cymharu â'u cyfoedion sydd ddim yn LHDTC+. Felly, gobeithio drwy'r sesiwn heddiw, fe allwn ni roi ychydig bach o esboniad o'n safbwynt ni o ran efallai pam bod hynny yn benodol yn digwydd o fewn ein hysgolion ni yma yng Nghymru. Hefyd, Gadeirydd, dwi eisiau dweud ar y cychwyn fel hyn ein bod ni yn cydnabod bod yna ddiffyg dealltwriaeth a thystiolaeth yn y maes yma yn benodol yn ymwneud â phobl ifanc LHDTC+ a pha mor aml mae o yn digwydd ar gyfer ein plant a'n pobl ifanc LHDTC+ ni yma yng Nghymru. Felly, dwi'n meddwl bod hwnna'n rhywbeth hoffwn i bwysleisio ar y cychwyn fel hyn.
English: Thank you, Chair, and thank you very much to the two of you for joining us this afternoon, or this morning; it's still morning. It feels like afternoon. Both of you have touched on this to some extent already, but from the engagement and policy work that you do and the kinds of groups that you have been involved in, what is your understanding of the scale and nature of sexual harassment between learners in educational settings specifically? So, just a general response to begin with, with regard to what you feel is the scale and nature of this issue.
Welsh: Diolch, Gadeirydd, a diolch yn fawr i'r ddau ohonoch chi am ddod ger ein bron y prynhawn yma, neu y bore yma; mae hi'n dal yn fore. Mae hi'n teimlo fel prynhawn. Mae'r ddau ohonoch chi wedi cyffwrdd ar hyn i raddau, ond o'r gwaith ymgysylltu a pholisi rydych chi wedi ei wneud, a'r grwpiau rŷch chi wedi bod yn ymwneud â nhw, beth yw eich dealltwriaeth chi o raddau a natur aflonyddu rhywiol rhwng dysgwyr mewn lleoliadau addysg yn benodol? Felly, jest ateb cyffredinol, efallai, i ddechrau, ynglŷn â beth ŷch chi'n teimlo yw natur a graddfa'r broblem yma.
English: Thank you. I think that one of my fellow Members may ask specifically about the impact on specific groups and will draw upon your expertise, both, there. I appreciate what the two of you have said in terms of the lack of data and, in a way, that's why we felt that we need this particular inquiry following the signs that we've seen, for example, from the Estyn report. But from what you know in general about the work that you do in general, in your view, is it an increasing problem? You referred back to a few years ago to some reports that had found that this was an issue five or six years ago; of course, the world has changed, as you said. So, do you feel that it is an increasing problem, either in terms of the number of cases, or in terms of the level of severity? Are you concerned about Estyn's conclusion that sexual harassment has now become normalised, particularly in secondary schools perhaps and also in society at large?
Welsh: Diolch. Dwi'n meddwl bydd un o fy nghyd-Aelodau efallai'n gofyn yn benodol ynglŷn â'r effaith ar grwpiau penodol a thynnu ar eich arbenigedd chi yn fanna. Dwi'n gwerthfawrogi beth mae'r ddau ohonoch chi wedi dweud o ran y diffyg data ac, mewn ffordd, dyna pam rŷn ni wedi teimlo bod angen yr ymchwiliad yma, yn dilyn yr arwyddion rŷn ni wedi'u gweld gan, er enghraifft, adolygiad Estyn. O beth ŷch chi'n gwybod yn gyffredinol, o'r gwaith ŷch chi'n ei wneud yn gyffredinol, yn eich barn chi, ydyw e'n broblem sydd ar gynnydd? Roeddech chi, Iestyn, yn cyfeirio nôl rhai blynyddol at adroddiadau a oedd wedi canfod bod hyn yn broblem, nôl pum neu chwe blynedd yn ôl; yn amlwg, mae'r byd wedi symud llawer erbyn hyn. Felly, ydych chi'n teimlo ei bod hi ar gynnydd, naill ai o ran nifer yr achosion, neu efallai o ran lefel y difrifoldeb? Ydych chi'n bryderus ynglŷn â chasgliad Estyn bod aflonyddu rhywiol bellach wedi'i normaleiddio, yn enwedig efallai mewn ysgolion uwchradd ac efallai yn y gymdeithas yn fwy cyffredinol?
English: Perhaps Kelly is better placed to report on this, because it is a more about a general picture of sexual harassment in a wider sense in our schools. But it is something that we have identified, in terms of the evidence that we've seen internally and externally in terms of how prominent sexual harassment is and the way that it has been normalised. Also, as I mentioned earlier, the way that our children and young people now can access information and material that is problematic and is unhealthy through things such as the internet and mobile phone apps that are for adults, but they are able to access themselves. But, perhaps, for the purpose of this inquiry, that's wider than the peer-on-peer element. But, I think that it all feeds in to the same issue in the end. Kelly, I don't want to put you on the spot there, but I suspect that the question is best asked to you.
Welsh: Dwi'n meddwl efallai fod Kelly yn well i adrodd ar hwn, gan ei fod o'n fwy cyffredinol am aflonyddu rhywiol yn ehangach o fewn ein hysgolion ni. Ond dwi'n meddwl ei fod o'n rhywbeth rydyn ni'n ei gydnabod o ran y dystiolaeth fewnol ac allanol rydyn ni'n ei gweld o ran pa mor amlwg ydy aflonyddu rhywiol a'r ffordd mae'n cael ei normaleiddio. Hefyd, fel roeddwn i'n sôn yn gynharach, sut mae ein plant a phobl ifanc bellach yn gallu cael mynediad at wybodaeth a deunydd sydd yn broblematig ac sydd ddim yn iach drwy pethau fel y rhyngrwyd ac apiau sydd ar gyfer oedolion, lle maen nhw, yn amlwg, yn cael access iddyn nhw. Ond, efallai, ar gyfer pwrpas yr ymchwiliad yma, bod hwnna'n fwy ehangach na'r elfen peer-on-peer. Ond, dwi'n meddwl ei fod o i gyd yn bwydo i mewn i'r un broblem yn y diwedd. Kelly, dwi ddim eisiau eich rhoi chi ar y sbot, ond dwi'n amau efallai fod y cwestiwn yna'n well ar eich cyfer chi.
English: I know you want to come back in, but I know that there'll be a number of questions, so if you could be succinct, please.
Welsh: Ie. Rŷch chi eisiau dod nôl i mewn, ond dwi'n gwybod bod nifer o gwestiynau eraill, felly os gallwch chi ei gadw fe'n fyr.