English: It is the legacy of the First Minister that's in the spotlight today. It's only this week we've produced our own policy on how to improve housing and provision for that in Wales, so you can't say that we're without ideas. It's just today is not the day for them. You'll be getting plenty from us in the next couple of years - don't you worry about that. Predictably, of course, had the First Minister himself been here today, he would have tried to respond to the deficiencies in his Government just by blaming the UK Government, but education has been thoroughly devolved for the last 20 years, and actually - and I think I'm probably more likely to get it from you, leader of the house - I'd rather hear an analysis of what you think has gone right or wrong on his watch when it comes to education. I can quickly talk about money, because there is a connection there with the UK Government, and, of course, the Welsh Government's well-oiled wheedle of not having enough money - we say year-on-year funding increase; you say real-term cuts. But both positions prompt the question of how Welsh Government has chosen to spend what it does get on giving children the first chance of a better future. In his leadership campaign, the First Minister recognised that education in Wales was getting a poor deal from his own Government at that point, and it wasn't the UK. His pitch included a commitment, and I quote, 'to spend 1 per cent above the block grant every year until we reach a situation where we have parity of funding per head of pupils in England.' Well, we still don't have that parity of funding per pupil nine years later, and England's own figures have dropped in the meantime. What we have had in that time, certainly in the time I've been here, is a 7.9 per cent real-terms decrease - and it's you that like the real-term figures - in the gross budgeted expenditure for education, and a 7.5 per cent real-terms cut in per pupil spend. You get 20 per cent more to spend per person than in England, yet, for years, you have spent less per pupil than England. That is undeniable, and we are now in a place where Labour councils are saying that they are no longer in a position to protect school spending. Welsh Government's had nine years to keep that promise on which the First Minister was elected, first as leader of his party, and then as leader of the nation, and that is a promise that has not been kept. On his own terms, that is a failure. But education's not just about money, in case anyone was thinking that; it is about a wider culture of competitive standards, the creation of an ambitious and fulfilled workforce, including educators themselves, and, most of all, resilient, healthy, creative children and adults who are interested in this world and want to contribute to it to the best of their abilities. And while Welsh Government needs money, of course, the success of education is every bit as much about the philosophy and the policy direction. The effects of years of Labour policy - well, we've rehearsed them many times; Paul Davies mentioned some of them. For the fourth time in a decade we're behind the other UK nations on PISA results - the most recent being even worse than 2009 - specifically in reading, maths and science, and, this year's A to C grade at GCSE, which were down again on last year, itself the lowest year of achievement since 2006, it was maths, English, biology, chemistry and physics, as well as Welsh language, mirroring those PISA results, despite being measured in a completely different way. Forty-five education institutions across Wales are in special measures or in need of significant improvement; one there for four years. As Estyn says in yesterday's report: 'Despite various initiatives, including banding and categorisationnot enough is done to support them', meaning these schools, or to develop sustainable strategies for schools. And with so much effort and money going into these various initiatives, especially on standards - we're talking about regional consortia, Schools Challenge Cymru; Jenny Rathbone was talking about that earlier - why are more than half our secondary schools still stuck with inspection reports that aren't good or excellent? Now, this is a year-on-year failure in the time that I've been in this place. Thousands of children and young people's parents and grandparents went through an education system envied and respected not just in the UK but around the world, and those children are now denied the same privilege, because it's being run by a Labour administration with its eye off the ball, a belated mea culpa from the First Minister and a bureaucratic approach to raising standards. It will not be enough to say that more young people have GCSEs, or their equivalent, than in the 1990s. Not only is that true of the rest of the UK, but the rest of the UK have done a stellar job in comparison. I have come to this portfolio to face a tsunami of reviews - a tsunami of reviews - on which, by the way, if you want more money - I don't know where the education Cabinet Secretary is at the moment - get your act together on the Reid review. There is plenty of money waiting for us there, if you follow those recommendations. I think this ruck of reviews is a sign that Welsh Government accepts that it's got it very wrong, for a very long time, and that it needs to start from scratch. That's certainly what it feels like. So, for our young people and their future, though, a change of party leader doesn't meet a change in substance. All the reviews in the world won't change a thing with the same dead hand on the tiller of the sinking ship that is Labour Wales.
Welsh: Gwaddol y Prif Weinidog sydd o dan y chwyddwydr heddiw. Rydym ond newydd lunio ein polisi ein hunain yr wythnos hon ar sut i wella tai a darpariaeth ar gyfer hynny yng Nghymru, felly ni allwch ddweud nad oes gennym syniadau. Ond nid heddiw yw'r dydd ar eu cyfer hwy. Byddwch yn cael digon gennym dros yr ychydig flynyddoedd nesaf - peidiwch chi â phoeni am hynny. Yn ôl y disgwyl, wrth gwrs, pe bai'r Prif Weinidog wedi bod yma heddiw, byddai wedi ceisio ymateb i'r diffygion yn ei Lywodraeth drwy roi'r bai ar Lywodraeth y DU, ond mae addysg wedi'i ddatganoli'n llwyr ers 20 mlynedd, ac mewn gwirionedd - a chredaf fy mod yn fwy tebygol o gael hyn gennych chi, arweinydd y tŷ - byddai'n well gennyf glywed dadansoddiad o'r hyn y credwch sydd wedi mynd yn iawn neu wedi mynd o chwith o dan ei oruchwyliaeth ef mewn perthynas ag addysg. Gallaf sôn yn gyflym am arian, gan fod cysylltiad yno â Llywodraeth y DU, ac wrth gwrs, tôn gron Llywodraeth Cymru ynglŷn â diffyg arian - rydym ni'n dweud cynnydd mewn cyllid o un flwyddyn i'r llall; rydych chi'n dweud toriadau mewn termau real. Ond mae'r ddau safbwynt yn codi cwestiwn ynglŷn â sut y mae Llywodraeth Cymru wedi dewis gwario'r hyn a gaiff ar roi'r cyfle cyntaf i blant gael gwell dyfodol. Yn ei ymgyrch am yr arweinyddiaeth, cydnabu'r Prif Weinidog fod addysg yng Nghymru yn cael bargen wael gan ei Lywodraeth ei hun ar y pwynt hwnnw, ac nid Llywodraeth y DU oedd honno. Roedd ei gynnig yn cynnwys ymrwymiad, ac rwy'n dyfynnu, 'i wario 1 y cant yn fwy na'r grant bloc bob blwyddyn hyd nes y byddwn mewn sefyllfa lle bydd cyllid y pen disgyblion yma yn gydradd â'r hyn a geir yn Lloegr'. Wel, naw mlynedd yn ddiweddarach, rydym yn dal i fod heb gael cyllid y pen i ddisgyblion sy'n gydradd â Lloegr, ac mae ffigurau Lloegr ei hun wedi gostwng yn y cyfamser. Yr hyn a gawsom yn y cyfnod hwnnw, yn sicr ers i mi fod yma, yw gostyngiad mewn termau real o 7.9 y cant - a chi sy'n hoffi ffigurau mewn termau real - o ran y gwariant gros a gyllidebwyd ar gyfer addysg, a thoriad o 7.5 y cant mewn termau real yn y gwariant fesul disgybl. Rydych yn cael 20 y cant yn fwy i'w wario fesul disgybl nag yn Lloegr, ac eto, ers blynyddoedd, rydych wedi gwario llai fesul disgybl nag yn Lloegr. Ni ellir gwadu hynny, ac rydym mewn sefyllfa bellach lle mae cynghorau Llafur yn dweud nad ydynt yn gallu diogelu gwariant ar ysgolion. Cafodd Llywodraeth Cymru naw mlynedd i gadw at yr addewid yr etholwyd y Prif Weinidog arno, yn gyntaf fel arweinydd ei blaid, ac yna fel arweinydd y wlad, ac ni chadwyd at yr addewid hwnnw. Yn ei dermau ei hun, mae hynny'n fethiant. Ond nid oes a wnelo addysg ag arian yn unig, rhag ofn bod unrhyw un yn meddwl hynny; mae'n ymwneud â diwylliant ehangach o safonau cystadleuol, creu gweithlu bodlon ac uchelgeisiol, gan gynnwys yr addysgwyr eu hunain, ac yn fwyaf oll, plant ac oedolion cryf, iach, creadigol sydd â diddordeb yn y byd ac sy'n awyddus i gyfrannu ato hyd eithaf eu gallu. Ac er bod angen arian ar Lywodraeth Cymru, wrth gwrs, mae a wnelo llwyddiant addysg lawn cymaint â'r athroniaeth a'r cyfeiriad polisi. Mae effeithiau blynyddoedd o bolisi Llafur - wel, rydym wedi eu hailadrodd lawer gwaith; soniodd Paul Davies am rai ohonynt. Am y pedwerydd tro mewn degawd, rydym ar ei hôl hi o gymharu â gwledydd eraill y DU mewn perthynas â chanlyniadau PISA - gyda'r rhai mwyaf diweddar hyd yn oed yn waeth nag yn 2009 - yn benodol mewn darllen, mathemateg a gwyddoniaeth, a graddau TGAU A i C eleni, a oedd unwaith eto'n waeth na'r llynedd, sef y flwyddyn isaf o ran cyflawniad ers 2006, roedd mathemateg, Saesneg, bioleg, cemeg a ffiseg, yn ogystal â Chymraeg iaith, yn adlewyrchu'r canlyniadau PISA hynny, er eu bod wedi eu mesur mewn ffordd hollol wahanol. Mae 45 o sefydliadau addysg ledled Cymru yn destunau mesurau arbennig neu angen eu gwella'n sylweddol; mae un ohonynt yn y sefyllfa honno ers pedair blynedd. Fel y dywed Estyn yn yr adroddiad ddoe: 'Er gwaethaf mentrau amrywiol, gan gynnwys bandio a chategoreiddio nid oes digon yn cael ei wneud i'w cynorthwyo', sef yr ysgolion hyn, neu i ddatblygu strategaethau cynaliadwy ar gyfer ysgolion. A chyda chymaint o ymdrech ac arian yn mynd tuag at y mentrau amrywiol hyn, yn enwedig mewn perthynas â safonau - rydym yn sôn am gonsortia rhanbarthol, Her Ysgolion Cymru; roedd Jenny Rathbone yn sôn am hynny yn gynharach - pam fod mwy na hanner ein hysgolion uwchradd yn dal i gael adroddiadau arolygu nad ydynt yn dda neu'n rhagorol? Nawr, mae hwn yn fethiant o un flwyddyn i'r llall ers i mi fod yn y lle hwn. Aeth miloedd o rieni a neiniau a theidiau plant a phobl ifanc drwy system addysg a oedd yn ennyn cenfigen a pharch, nid yn unig yn y DU, ond ledled y byd, a bellach, nid yw'r plant hynny'n cael yr un fraint, gan fod y sytem yn cael ei gweithredu gan weinyddiaeth Lafur esgeulus, mea culpa hwyr gan y Prif Weinidog ac ymagwedd fiwrocrataidd tuag at godi safonau. Ni fydd dweud bod gan fwy o bobl ifanc gymwysterau TGAU, neu gymwysterau cyfatebol, nag yn y 1990au yn ddigon. Nid yn unig fod hynny'n wir am weddill y DU, ond mae gweddill y DU wedi gwneud gwaith gwych o gymharu. Wrth ymgymryd â'r portffolio hwn rwy'n wynebu tswnami o adolygiadau - tswnami o adolygiadau - ac ar hynny, gyda llaw, os ydych am fwy o arian - nid wyf yn gwybod ble mae Ysgrifennydd y Cabinet dros Addysg ar hyn o bryd - mae'n bryd i chi dorchi llewys mewn perthynas ag adolygiad Reid. Mae digon o arian yn aros amdanom yno, os dilynwch yr argymhellion hynny. Credaf fod y llu o adolygiadau yn arwydd fod Llywodraeth Cymru yn derbyn ei bod wedi gwneud llanastr o bethau ers amser maith, a bod yn rhaid dechrau o'r dechrau. Yn sicr, mae'n teimlo felly. I'n pobl ifanc a'u dyfodol, fodd bynnag, nid yw newid arweinydd plaid yn golygu newid o ran sylwedd. Ni wnaiff yr holl adolygiadau yn y byd newid unrhyw beth tra bo'r un llaw farw ar y llyw wrth i long Llafur Cymru suddo.