Contributions

Diolch yn fawr, Ddirprwy Lywydd. Heddiw, dwi am gyflwyno blaenoriaethau’r Llywodraeth hon ar gyfer addysg. Fi yn amlwg sydd hefyd yn gyfrifol am y Gymraeg yn ehangach, gan weithio gyda holl aelodau'r Cabinet, gan fod y Gymraeg yn rhan o'n gwaith a'n cenhadaeth ni i gyd. Felly, byddaf i'n canolbwyntio ar y blaenoriaethau addysg heddiw, gan gynnwys yn amlwg addysg Gymraeg, ond byddaf i yn gwneud datganiad pellach—datganiad llafar pellach, felly—ar y Gymraeg cyn yr haf. Addysg dda yw’r cychwyn gorau y gallwn ni ei roi i’n plant a’n pobl ifanc. Addysg yw’r allwedd i ddatgloi potensial ein cenedl, a dyma pam mae’r Llywodraeth hon wedi gwneud addysg yn flaenoriaeth genedlaethol, i godi safonau yn ein hysgolion a sicrhau'r amodau gorau ar gyfer dysgu ac addysgu. Mae’r system addysg ar hyn o bryd yn methu gormod o’n plant a’n pobl ifanc. Nid diffyg talent yw’r broblem, na diffyg ymrwymiad. Mae gyda ni blant a phobl ifanc llawn potensial, a gweithlu abl ac ymroddedig. Y broblem yw nad yw’r system gyfan bob amser yn gweithio gyda’i gilydd i gefnogi a datgloi potensial ein dysgwyr, nac ychwaith yn rhannu data a dealltwriaeth o’r hyn sydd ei angen i sicrhau cynnydd ym mhob ysgol, ym mhob ardal, yn gyson ac yn rymus. Rydyn ni'n moyn i’r system addysg weithredu fel un system gysylltiedig, i gefnogi’n plant o’r blynyddoedd cynnar tan y pwynt pan maen nhw’n dechrau gweithio. Fy mlaenoriaeth gyntaf yw codi safonau i bob plentyn ym mhob cymuned. Rwyf am sicrhau bod ein haddysg yn rhoi sylfeini cryf i’n plant a’n pobl ifanc i lwyddo—yn yr ysgol, yn y coleg, mewn gwaith ac mewn bywyd. Mewn pedair blynedd rwyf am sicrhau fod mwy o bobl ifanc yn gadael yr ysgol gyda’r lefelau uchaf posib o lythrennedd a rhifedd, fod llai o blant yn gadael yr ysgol heb sgiliau sylfaenol, a bod mwy o blant yn llwyddo i gael cymwysterau defnyddiol. Mae angen hwyluso gwaith ysgolion, awdurdodau lleol a’r dysgwyr eu hunain drwy nodi’n gliriach beth yw ein disgwyliadau ni a rhoi canllawiau cenedlaethol clir i’n hysgolion. Bydd hynny yn rhan ganolog o’r cynllun sylfaenol llythrennedd a rhifedd. Dyma beth mae’n partneriaid ni yn y system addysg wedi gofyn amdano, dyma beth mae rhieni a dysgwyr ei angen. Drwy ei ffocws clir ar lythrennedd a rhifedd, dyma beth mae Estyn hefyd yn ei flaenoriaethu. Mae gyda ni ddata i adeiladu arno eisoes, ond defnydd annigonol ohono. Byddaf yn amlinellu sut y byddwn ni’n defnyddio’r data yn ein cynllun ni yn y man. Ond rwyf hefyd am i blant feithrin cariad at ddarllen. Mae hwnna'n allweddol bwysig. Felly byddwn ni hefyd yn sicrhau bod llyfrgell gyda ni ym mhob ysgol gynradd yn ystod tymor y Senedd hwn. Rwyf wedi addo i bob ysgol y byddaf yn cysylltu eto gyda nhw cyn diwedd yr haf i ymhelaethu ar ein cynllun ni, a byddaf yn sicr yn gwneud hynny. Mae hyn yn dod â fi at flaenoriaeth bwysig pellach.

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Thank you very much, Dirprwy Lywydd. Today, I wish to set out this Government's priorities for education. I am also of course responsible for the Welsh language more broadly, working with all members of the Cabinet, as the Welsh language is part of our work and a mission for all of us. Therefore, I'll be focusing on our education priorities today, including of course Welsh education, but I will be making a further statement—an oral statement—on the Welsh language before the summer. A good education is the best start that we can give our children and young people. Education is the key to unlocking our nation's potential, and that's why this Government has made education a national priority, to raise standards in our schools and ensure the best conditions for learning and teaching. The education system is currently failing too many of our children and young people. A lack of talent is not the problem, neither is a lack of commitment. We have children and young people who are full of potential, and we have an able and dedicated workforce. The problem is that the whole system hasn't always worked together to support and unlock the potential of our learners, nor do we share data and understanding of what is needed to ensure progress in every school, in every area, consistently and powerfully.  We want the education system to function as one connected system, to support our children from the early years right up to the point where they start working. My first priority is to raise standards for every child, in every community. I want to make sure that our education gives our children and young people strong foundations to succeed—at school, at college, in work and in life. In four years' time, I want to see more young people leave school with the highest possible levels of literacy and numeracy, that fewer children leave school without basic skills, and that more children earn useful qualifications.  There is a need to facilitate the work of schools, local authorities and the learners themselves by stating clearly what our expectations are and giving clear national guidance to our schools. This will form a central part of the literacy and numeracy foundation plan. This is what our partners in the educational system have asked for, that's what parents and learners need. Through its clear focus on literacy and numeracy, that is also what Estyn prioritises. We already have data to build on, but we don’t make sufficient use of it. I will outline how we will use the data in our plan in due course. I also want children to develop a love of reading. That is very important. So, we will ensure that we have a library in every primary school during this Senedd term. I have promised all schools that I will contact them again before the end of the summer to elaborate on our plan, and I will certainly do that. That brings me to another important priority.

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No education system can succeed unless we support the workforce that makes it possible. We must work collaboratively with our educators on improving education, unlocking the incredible creativity and potential that is in our workforce, investing in them, trusting them, supporting them and offering accessible professional learning opportunities. We have begun to tackle the crisis in recruitment. Prospective secondary teachers in subjects where there is a shortage of teachers will receive up to £20,000 while in initial teacher education. This is just the beginning. Too many educators leave the profession too early. We need to improve learning conditions and keep them in the classroom, including giving clear national guidance on the challenges that they face. Schools are a microcosm of our society. I've seen first-hand the challenges they face around mental health issues, children with additional learning needs, technology, and the continuing side effects of COVID. Our leaders, classroom teachers and support staff tackle these complex social issues on a daily basis. They do it with great care and little fanfare. This Chamber may not yet reflect the remarkable diversity of our society, but it isn't so in our schools. There, the excitement, the possibilities, the creativity and the challenges of society can clearly be seen. Just one example: there is growing evidence of the impact of smartphones and social media on our children. Our schools are a place to learn, and teachers are there to teach. I welcome the UK Government's statement on banning social media for under-16s. This is not a devolved issue, of course, and the details around implementation will be important. Therefore, we will be looking forward to more in-depth discussions with the UK Government, and following closely what is happening in this policy area in other places, such as Australia, which introduced this ban earlier.  Our 100-day plan is clear. We will act with urgency. I have heard the calls for greater clarity on the use of mobile phones in our schools. Today, I am confirming that we will be limiting the use of mobile phones in our schools. In September, we'll begin a consultation on statutory guidance in this area, listening to our teachers and parents and taking action. I want to be particularly clear on this: as Cabinet Minister, I fully support and strongly encourage headteachers to introduce clear and robust restrictions on mobile phone use during the school day, up to and including a full restriction across the school site.

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Mae’n hanfodol bod gennym ni system addysg gynhwysol, felly byddwn ni’n sicrhau bod y gefnogaeth i blant gydag anghenion dysgu ychwanegol yn gliriach i deuluoedd ac i’r system gyfan. Rydym ni wedi ymrwymo i ddatblygu model gynaliadwy ar gyfer anghenion dysgu ychwanegol wedi blynyddoedd o bwysau sylweddol. Mae’r Gymraeg hefyd yn rhan greiddiol o’r un system addysg gynhwysol honno. Mae'r Gymraeg yn perthyn i ni i gyd, a dwi am sicrhau cyfle teg i bob plentyn yng Nghymru ddysgu a mwynhau'r Gymraeg trwy weithredu llawn botensial Deddf y Gymraeg ac Addysg (Cymru) 2025. Yn ogystal â chryfhau darpariaeth mewn ysgolion dwy iaith ac ysgolion cyfrwng Saesneg, rŷn ni am osod seiliau i sicrhau bod 50 y cant o'n plant yn derbyn addysg cyfrwng Cymraeg erbyn 2050—y targed mwyaf uchelgeisiol gan unrhyw Lywodraeth o safbwynt twf y Gymraeg. Byddwn yn ehangu darpariaeth Gymraeg yn ystod y blynyddoedd cynnar ar y naill law, ac addysg bellach ac uwch ar y llall, yn cael gwared â’r rhwystrau i gael addysg cyfrwng Cymraeg gan sicrhau llwybr iaith ac addysg barhaus a di-dor.

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It is vital that we have an inclusive education system, and so we will ensure that the support for children with additional learning needs is clearer for families and for our whole system. We have committed to developing a sustainable model for ALN education following years of significant pressure.  The Welsh language is a core part of that inclusive education system. The Welsh language belongs to us all, and I want to ensure a fair opportunity for every child in Wales to learn and enjoy the Welsh language by implementing the full potential of the Welsh Language and Education (Wales) Act 2025. As well as strengthening provision in bilingual and English-medium schools, we want to lay the foundations to ensure that 50 per cent of our children receive Welsh-medium education by 2050—the most ambitious target by any Government in terms of the growth of the Welsh language. We will expand Welsh language provision during the early years on the one hand, and in further and higher education on the other, removing barriers to Welsh-medium education and ensuring a continuous and uninterrupted language education pathway.

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Poverty affects the potential of our children and young people. Our children are our future, and their ability to learn should not be impacted by the cost of living. That's why our manifesto also included a commitment to extend free school meals to pupils in secondary schools on universal credit. I'll share more details about this soon. The education system must function as one connected national system. Learners don't experience education in silos, and Governments shouldn't formulate policy in that way either. We will adopt a much more collaborative approach between schools, colleges, universities, training providers and employers, because when the system works together, outcomes improve and learners are better supported.

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Mae hynny'n arbennig o bwysig wrth bontio o addysg statudol i addysg drydyddol neu gyflogaeth. O ran y Gymraeg, rŷn ni'n gwybod bod gormod o bobl ifanc yn colli cyswllt â'r iaith ar y cyfnod hwn, gan fod y cyfleoedd i gadw cyswllt yn lleihau yn sylweddol. I ormod o bobl ifanc, mae'r system yn teimlo'n gymhleth ac yn ddarniog, ac mae hynny'n golygu bod potensial yn gallu cael ei golli, eu bod nhw'n rhy aml wedyn yn ffeindio'u hunain mewn sefyllfa lle nad ydyn nhw mewn gwaith, addysg na hyfforddiant. Ein rôl ni yw creu llwybrau cliriach, rhoi gwell cyngor a chanllaw a chefnogi'n dysgwyr yn well i barhau i astudio, hyfforddi a gweithio yn y Gymraeg yn ogystal ag yn Saesneg, a dysgu o brofiad a thystiolaeth fyd-eang.

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That is particularly important in the transition from statutory education to tertiary education or employment. With regard to the Welsh language, we know that too many young people lose contact with the language at this time, as the opportunities to keep in touch are significantly reduced. For too many young people, the system feels complex and fragmented. That means that potential is lost, that they too often find themselves in a situation where they're not in work, education or training. Our role is to create clearer pathways to provide better advice and guidance and to better support our learners to continue to study, train and work in Welsh as well as in English, and also to learn from experience and global evidence.

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We cannot either separate education from the Welsh economy. If we want to see a stronger Wales, a stronger economy, better paying jobs, we need a stronger skills system. That's why we've embarked on an all-Wales skills audit to understand future skills needs and ensure that our policy decisions are aligned with the demands of the future economy and the demands of our employers. In the autumn, we will be hosting a skills summit with representation from the worlds of education, skills, training and business, our research centres, colleges and universities to create one vision, one direction, one system that works better for learners and the economy. Our universities are central to our plans for a more prosperous Wales. Research of global importance takes place in our universities, often without being adequately recognised. A better connection and interconnectedness with the economy is needed. Yes, there are serious challenges facing our universities, but we are equally serious about working with the sector to create a more sustainable higher education system that works for Wales and for our learners. In the coming weeks, we will announce how we will implement our commitment to review the funding for our universities to ensure that the benefit of Welsh Government investment remains in Wales. Too much young talent is being lost. I want to encourage more people to stay in Wales, to study in Wales and build their future here, because they see that our universities, our economy and our nation have a lot to offer them.

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Mae'r Llywodraeth hon wedi gwneud addysg yn flaenoriaeth oherwydd bod dyfodol Cymru yn dibynnu arnom ni'n gwneud hynny. Mae'n huchelgais economaidd yn dibynnu ar y system addysg, mae ein gwasanaethau cyhoeddus yn dibynnu arni. Heb system addysg gref, fyddwn ni ddim yn gallu datgloi llawn botensial Cymru. Mae angen bod yn onest: bydd hi yn anodd ac yn heriol ar adegau, rŷn ni'n gwybod hynny, a bydd angen gwneud penderfyniadau anodd o dro i dro. Ond mae'r weledigaeth yn glir, a gofynnwn i'n partneriaid yn y sector addysg weithio gyda ni i'w gwireddu.  Bydd y Llywodraeth hon yn canolbwyntio'n egnïol ar godi safonau i gefnogi'r gweithlu, i gryfhau sgiliau, ac adeiladu system addysg sy'n gweithio i bob dysgwr, yn y Gymraeg ac yn Saesneg—ein dwy iaith genedlaethol—ac yn anad dim, i Gymru. Diolch yn fawr.

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This Government has made education a priority because the future of Wales depends on us doing that. Our economic ambitions depend on the education system, our public services depend on it. Without a strong education system, we won't be able to unlock the full potential of Wales. We do need to be honest: it will be difficult and challenging at times, we know that, and tough decisions will need to be made from time to time. But our vision is clear, and we ask our partners in the education sector to work with us to achieve it. This Government will focus relentlessly on raising standards, supporting the workforce, strengthening skills and building an education system that works for all learners, in Welsh and English—in our two national languages—and above all else, for Wales. Thank you very much.

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Diolch yn fawr am y cwestiynau hynny. Fe wnaf i fynd trwyddyn nhw, ond gallaf sicrhau'r Aelod gyferbyn hefyd fy mod i'n edrych ymlaen at gydweithio gyda hi a gyda'r llefaryddion addysg eraill—rwy'n gwybod ein bod ni'n trefnu cyfarfodydd ar hyn o bryd—oherwydd mae gyda hi gyfraniad a phrofiad gwerthfawr i'w gynnig i'r maes yma. Ac fe fyddwn i'n dweud ar fy rhan i ac ar ei rhan hithau: dŷn ni ddim wedi cael ein gludo i unman yn y 27 mlynedd diwethaf. Mae'r ddwy ohonom ni wedi gweithio yn y system addysg. Ond ni fyddaf i chwaith yn ymddiheuro am roi pwysau ar y Llywodraeth flaenorol ynglŷn â materion fel prydau ysgol am ddim, sydd yn gwneud gwahaniaeth sylweddol i deuluoedd o dan bwysau. Rwy'n cytuno gyda hi fod cadw athrawon yn llawn mor bwysig â'u recriwtio nhw, yn enwedig o ystyried y buddsoddiad sylweddol mae system addysg Cymru yn rhoi i mewn i'r broses o hyfforddi athrawon. Rwyf ar goedd yn aml yn dweud fy mod i o'r farn mae hon yw'r rôl proffesiwn pwysicaf yn ein cymdeithas ni—ac rwy'n siŵr bydd pobl fan hyn yn anghytuno, ond dyna fy marn i—ac wedyn bod angen cadw'r profiad yna yn yr ystafell ddosbarth. Fel rhan o'n gwaith ni, gallaf i hefyd ei sicrhau hi y byddwn ni'n gweithio gydag athrawon, awdurdodau lleol a chydag undebau yn y bartneriaeth gymdeithasol sydd gyda ni i edrych ar symud ymlaen gyda'r gwaith manwl ynglŷn â gostwng baich gwaith, i daclo, i bob pwrpas, yr amodau y mae athrawon yn gweithio ynddyn nhw, ac mae hwnna'n waith pwysig sydd yn adeiladu ar beth o'r gwaith a wnaethpwyd gan y Llywodraeth flaenorol, ond rŷn ni'n ymwybodol bod yna lot yn fwy i'w wneud. Felly, rwy'n croesawu ei phwyslais hi ar hwnna ac yn cytuno gydag e. O ran ymddygiad hefyd, rŷn ni wedi ymrwymo yn y maniffesto i weithio ar fframwaith a fyddai'n ein cynorthwyo ni i daclo rhai o'r materion hynny sydd yn peri problem yn ein hysgolion ni ac yn broblem i'r gweithlu, ac rŷn ni'n frwd wedyn i sicrhau ein bod ni'n gwneud gwahaniaeth go iawn. Felly, mae yna gynllun pendant gyda ni i symud ymlaen yn y maes hwnnw. Rŷn ni'n gwybod ei fod e'n effeithio ar ein gallu ni i gadw athrawon yn yr ystafell ddosbarth. Mae yna heriau cymdeithasol ehangach sydd yn effeithio ar blant a phobl ifainc yn ein hysgolion ni. Ni all y cyfrifoldeb am ddelio gyda'r rheini i gyd orwedd dim ond yn yr ysgol. Mae cydweithio gydag asiantaethau a chefnogaeth arall yn allweddol bwysig hefyd. Gwnes i sylwi hefyd ar y cyfeiriadau at hyblygrwydd. Rwy'n frwd i edrych ar y graddau yr ydym ni'n gallu cyflwyno elfen o hyblygrwydd yn y tymor ysgol i weld a allwn ni ryddhau y baich er mwyn ffocysu ar flaenoriaethau eraill. Rwy'n credu y cyfeirioch chi at arholiadau, ond rwy'n credu ei fod e'n bwysig hefyd edrych i weld i ba raddau y gallwn ni gynnig cyfleoedd dysgu proffesiynol, er enghraifft, o fod yn gallu creu amserlen fwy hyblyg. Felly, mae lot o waith i'w wneud, ond rŷn ni yn mynd ati yn fwriadus i’w gychwyn e, ac rŷn ni'n falch iawn o unrhyw gefnogaeth a chyfraniad ac arbenigedd mae eraill yn yr ystafell hon yn gallu dod i'r gwaith hwnnw. Felly, diolch yn fawr.

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Thank you very much for those questions. I'll go through them, but I can also assure the Member opposite that I'm looking forward to collaborating with her and with the other education spokespeople—I know that we're arranging meetings at present—because she has a valuable contribution and valuable experience to offer in this area. And I would say, for my part and hers, that we've not been glued to anywhere for the last 27 years. We've both been working in the education system. But I won't apologise either for putting pressure on the previous Government on issues such as free school meals, which are making a considerable difference to families under pressure. I do agree with her that retaining teachers is just as important as recruiting them, particularly considering the significant investment that the Welsh education system does put into the process of training teachers. I've said often that I'm of the opinion that this is the most important professional role in our society—and I'm sure that some people here will disagree, but that is my view—and that we then need to retain that experience within the classroom. As part of our work, I can also assure her that we will be working with teachers and local authorities and with unions in the social partnership that we have to look at how we can proceed with the detailed work on reducing the workload, and tackling, to all intents and purposes, the conditions that teachers are working in, and that's very important work that does build on some of the work that was done by the previous Government, but we're very aware that there's a lot more to do. So, I do welcome her emphasis on that and agree with that. Regarding behaviour as well, we have committed in the manifesto to work on a framework that will assist us to tackle some of the issues that are causing problems in our schools and causing problems for the workforce, and we're enthusiastic, then, about ensuring that we do make a real difference. So, we have a plan to move forward in this area. We know that it does affect our ability to retain teachers in the classroom. There are broader social challenges that do affect children and young people in our schools. The responsibility for dealing with those can't always rest just with the schools. Collaborating with agencies and other support is vitally important too. I noticed the references to flexibility. I'm keen to look at the extent to which we can introduce an element of flexibility within the school term to see whether we can reduce the burden to focus on other priorities. I think you referred to exams, but I do think it's important to look at the extent to which we can offer professional learning experiences, for example, if we can create a more flexible timetable. So, there is a lot of work to be done, but we are taking steps to start that work, and we'd be very pleased to receive any support and contribution and experience that others in this room can offer on this work. So, thank you very much.

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Diolch yn fawr. If I can start by agreeing with her that this is definitely the best job in Government, and I think she and I can agree very happily on that. If I miss any of your points, I will come back to them and write to you, if I can. I hope I wrote them all down. In terms of the literacy and numeracy foundational framework, that is work that is ongoing now. The CAL:ON programme and the materials and resources that that is developing is certainly part of what we want to offer in that space. Valuable work is being done in Bangor University, I think—led by Bangor University—in that field, and also around synthetic phonics, which, obviously, we want to work with. And as we published in our manifesto, the clear age-related expectations are a core part of that plan. Dysgu is the body tasked with aligning educational priorities with professional learning opportunities—an offer, I suppose, for the teaching workforce. It is a very new body, it has a lot to do. I will have an early meeting with them to make sure that they are comfortable, and that we are all comfortable that they are able to do all the work that has been allocated to them, and that we are equally happy with the prioritisation of that work. The pay review body—she will be aware also that I have received the report. It is a report covering a long list of areas. I think she will remember, too, that it is sensible to take time to consider the recommendations of that pay award body and that previous Governments have also found that they would need to take proper time over the summer, before coming to a firm conclusion about that. I will write to her, if I may, on the school counselling programme, because I don't feel well-enough informed to give you a full answer now. The same is true of the advocacy service. On tertiary, though, we do know that further education colleges—. As I said, this should be seen as a continuous, whole system, so I hope I didn't indicate to her or anybody else that it has a lesser place in that one national plan than any other element. That was certainly not my intention. We do know that FE colleges are experiencing challenges born of the fact that they have a greater number of learners than perhaps they had planned for, and the same is forecast for coming years. So, I've already had a conversation with Medr around this, and she will be aware that they have allocated—they allocated, rather—additional investment to support that. On mental health as well, obviously mental health will be a priority for us in schools as well. We know it is a significant factor, and any factors that influence or hinder learners from making the progress we want them to make, we want to see them making, we will make sure that the support is there to support them.

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Diolch yn fawr am y cwestiynau. Rwy'n croesawu ei ymrwymiad e i graffu ar y cynnydd rŷn ni’n ei wneud dros gyfnod y Senedd hon. Dyna'r union, rwy'n credu, fath o drafod rŷn ni'n moyn ar faes mor bwysig â hwn, ac mae arbenigedd pobl ar draws y Siambr a’r cwestiynau crafog dros y cyfnod nesaf yn mynd i fod yn bwysig i ni fedru dal ein hunain i gyfrif, hefyd, yn yr un modd ag yr oedd fy nghydweithwyr fan hyn—dwi ddim yn cofio ei deitl e—yn dangos i ni. Achos yr allbynnau yna fydd yn bwysig i sicrhau ein bod ni'n gallu dweud wrth bobl yng Nghymru ein bod ni wedi llwyddo yn y meysydd rŷn ni wedi eu blaenoriaethu ac yn gallu rhannu'r wybodaeth yna gyda nhw i ddangos y cynnydd hwnnw, a byddwn ni'n rhannu manylion y rheini yma hefyd. Mae yna fwlch. Dyw'r sefyllfa, dyw ein system addysg ni, ddim yn y fan y dymunwn iddyn nhw fod. Rwy'n credu bod yna gytundeb ar hynna ymysg y gweithlu a'r gymdeithas yn ehangach, a dyna pam rŷn ni'n canolbwyntio ar y pethau elfennol yma ac yn fwriadus yn mynd ati i osod y math o dargedau y mae modd i ni ddal ein hunain i gyfrif arnyn nhw, a hefyd fod yna eglurder disgwyliadau yn y trafodaethau rŷn ni'n eu cael gyda llywodraeth leol ac ysgolion hefyd. Yn absenoldeb hynny, mae e weithiau'n anodd i bobl weld pa gynnydd maen nhw'n ei wneud. Felly, rwyf yn ymrwymo hefyd i hynny. O ran PISA, mi fydd canlyniadau PISA yn cael eu cyhoeddi eto ym mis Medi. Mi fyddaf i’n mynd ati yn fwriadus i fynd â’r wybodaeth fwyaf defnyddiol o hwnna. Mae'n ehangach na'r rhifau. Mae yna lot o ddata defnyddiol, ac rwy'n credu y gallwn ni ddefnyddio hynny'n fwriadus i fwydo hefyd ein cynlluniau rhifedd a llythrennedd ni. Ond, yn ogystal â hynny, rwy'n frwd iawn ein bod ni â dealltwriaeth o berfformiad ein system addysg ni yn ystod y misoedd a'r blynyddoedd nesaf, ac nad ydyn ni wastad yn ddibynnol, efallai, ar edrych nôl, sef beth mae PISA yn caniatáu i ni ei wneud, ond bod gyda ni ddealltwriaeth fanwl o sut mae'r system yn perfformio nawr. Rwy'n derbyn hefyd ei bwynt ef ynglŷn â recriwtio athrawon. Pan wnaethon ni'r cyhoeddiad yr wythnos diwethaf yn cynyddu'r gefnogaeth i £20,000 ar gyfer y rheini sydd yn hyfforddi i wneud y pynciau prin, mi fyddwn ni yn cynyddu hwnna, ac wedi ymrwymo i hynny hefyd dros gyfnod y Senedd, i'r un lefelau ag sydd ar gael yn Lloegr. O ran ffonau symudol a'r cais am gyfarwyddyd a chanllawiau cenedlaethol, does dim cyfarwyddyd na chanllawiau cenedlaethol ar hyn o bryd, a dyna'n hunion fwriad: symud i ganllawiau statudol o fis Medi. Felly, rwy'n gobeithio bod hwnna'n rhoi cysur iddo fe yn y maes hwnnw hefyd. Y pwynt olaf, rwy'n credu, oedd yr un ynglŷn â phrifysgolion a phrentisiaethau, a dod â’n hystyriaethau ni o'r system drydyddol at ei gilydd fel bod y naill yn cefnogi'r llall. Yn hynny o beth, rwy'n credu bod hwnna’n cyd-fynd yn llwyr gyda'r sylwadau roeddwn i’n eu gwneud amboutu’r angen am un system genedlaethol, a bod cefnogaeth i'r syniad yna i'w chroesawu, yn y modd hefyd fe allai fe gyfrannu at gynaliadwyedd y sector yn y tymor hir. Ond, wrth gwrs, rŷn ni'n blaenoriaethu ar hyn o bryd yr ymrwymiad yna i adolygu'r system ariannu addysg uwch ac yn symud i roi'r broses honno yn ei lle dros yr wythnosau nesaf. Diolch yn fawr.

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Thank you very much for those questions. I welcome his commitment to scrutinise the progress that we make over the period of this Senedd. That's exactly the kind of debate we want in an area as important as this, and people's expertise across the Chamber and the concise questions that will be asked over the next years will be important in holding ourselves to account, just as my colleague here—I can't remember his title—demonstrated to us. Because it's those outputs that will be important in ensuring that we can say to the people of Wales that we have succeeded in our priority areas and that we can share that information with people to demonstrate that progress, and we will share those details here too. There is a gap. Our education system isn't where we would like it to be. I think there is agreement on that among the workforce and broader society, and that is why we are focused on these fundamentals and are deliberately setting targets whereby we can hold ourselves to account, and also that there are clear expectations in terms of the discussions that we're having with local authorities and schools. In the absence of that, it's sometimes difficult for people to see what progress is being made. So, I also commit to that. In terms of PISA, the PISA results will be published again in September. I will very deliberately take the most meaningful information from that. It's about more than just numbers. There’s a lot of data that we can use there, and we can use that meaningfully in order to inform our numeracy and literacy plans. But, in addition to that, I'm very eager that we should have an understanding of the performance of our education system during the next months and years, and that we're not always reliant on looking back, which is what PISA allows us to do, but that we have a detailed understanding of how the system is performing now. I also accept his point on teacher recruitment. When we made the announcement last week increasing the support to £20,000 for those training in those areas where we have a shortage of teachers, we committed to that for the period of the Senedd, and to do so to the same level as is available in England. In terms of mobile phones and the request for national directives and guidance, there is no national directive or guidance at the moment, and that's the exact intention: to move to statutory guidance from September onwards. So, I do hope that that gives him some comfort in that area too. I think his final point was on universities and apprenticeships, and bringing our consideration of the tertiary sector together so that one can support the other. Now, in that regard, I do think that that aligns fully with the comments I made on the need for having a single national system, and that support for that idea is to be welcomed, also in the way that it can contribute to the sustainability of the sector in the long term. But also we are currently prioritising that commitment to review the funding system for HE and are moving to put that process in place in the next few weeks. Thank you.

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Diolch yn fawr, Alun Cox, a diolch yn fawr hefyd i staff ysgol Llwyncelyn a Chwm Rhondda am y gwaith gwerthfawr maen nhw'n ei wneud. Rydym ni wrthi'n gweithio ar y cynllun rhifedd a llythrennedd ar hyn o bryd. Mi fyddaf i yn ac rwyf wedi ymrwymo eisoes y bydd y ffocws ar y gefnogaeth a hefyd ar y targedau—dyna'r math o gynllun rŷn ni'n ei roi at ei gilydd. Byddaf i yn ac rwyf wedi ymrwymo'n barod i rannu mwy o fanylion am y cyfeiriad rŷn ni'n mynd iddo fe gydag ysgolion erbyn diwedd tymor yr haf fel eu bod nhw â syniad o'r hyn y byddan nhw'n ymwneud ag ef yn y flwyddyn academaidd newydd—rwy'n credu bod hwnna'n bwysig yn ei hunan—ac wedyn byddaf i'n rhannu'r manylion mwy pendant yn yr hydref. Rwy'n credu hefyd a phwynt arall y bydden i yn dymuno ei wneud yw'r ffaith bod nifer fawr o'n hysgolion ni yn gweithio'n effeithiol ac yn darparu safonau i'w deisyfu ym mhob man. Felly, mae yna elfen yn fan hyn o dynnu ar yr arbenigedd hwnnw a'i fwydo fe'n fwy effeithiol i'r system i sicrhau ein bod ni'n dysgu o'r ysgolion hynny sydd eisoes yn llwyddiannus iawn. Fe wnes i ymweld ag un yr wythnos diwethaf, er enghraifft, a doedd yna ddim gwahaniaeth o gwbl yn y safonau oedd yn cael eu cyrraedd gan ddisgyblion oedd yn gymwys i gael prydau bwyd am ddim a'r rhai doedd ddim yn gymwys, ac mae hwnna'n rhywbeth sydd wedi bod yn darged anodd iawn i'w gyrraedd ers blynyddoedd. Felly, os oes rhai ysgolion yn gallu llwyddo i wneud hyn, mae lot mwy o arbenigedd i dynnu arno fe'n effeithiol nag efallai rŷn ni weithiau yn meddwl.

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Thank you very much, Alun Cox, and thank you to the staff at ysgol Llwyncelyn and Cwm Rhondda too for the valuable work that they do. We are currently working on the numeracy and literacy plan. I have already committed that the focus will be on support and targets—that's the kind of plan that we are putting together. I have already committed to sharing more detail on our direction of travel with schools by the end of the summer term so that they have an idea of what they will be dealing with in the new academic year—I think that's important in and of itself—and I will share more specific details in the autumn. Another point that I would wish to make is on the fact that many of our schools are working effectively and providing standards that we should aspire to across the board. So, there is an element here of drawing on that expertise and feeding it more effectively into the system in order to ensure that we do learn from those schools who are already very successful. I visited one last week, for example, and there was no difference at all in the standards that were attained by pupils who did qualify for free school meals and those that didn't, and that is something that has been a target that's been very difficult to achieve for many years. So, if some schools can deliver that, then there's a great deal more expertise to draw on than perhaps we sometimes think.

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Diolch yn fawr. Thank you for that question. It's obviously a very important consideration. The way that we support children and young people with additional learning needs is a focus for the entire education system, both in term time and also in school holidays. In terms of the detail for his constituent, I know I have received a few letters from you already, but I would like the opportunity to lay out perhaps in more detail what it looks like in that holiday space where your constituent lives, so I can be as helpful as possible. Diolch.

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Diolch yn fawr am dynnu sylw at ysgol gynradd Aberystwyth yn y cwestiwn, sefydliad gafodd effaith fawr ar fy addysg i, ac yntau hefyd, mae'n siŵr. Rwy'n ymwybodol fy mod i i fod yn ofalus iawn o ran gwneud datganiadau ar faterion sydd yn ymwneud â dyrannu llefydd ysgol, rhag ofn bydd y rheini'n rhai wedyn bydd yn rhaid i Weinidogion wneud sylw arnyn nhw yn y man. So, rhag tramgwyddo yn fy natganiad llafar cyntaf erioed, gaf i, os gwelwch yn dda, ofyn amynedd ganddo fe i fi gael gwirio i ba raddau mae e'n addas i fi fynd i fanylder ar y cwestiwn a gododd e ynglŷn â phedwaredd ysgol uwchradd yng Nghaerdydd?

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I thank you for drawing attention to Aberystwyth primary school in the question, an institution that had a huge impact on my education, and for you as well, I'm sure. I'm aware that I need to be very careful in terms of making statements on issues relating to allocating school places, just in case those are issues that Ministers have to comment on in due course. So, rather than committing a breach in my first ever oral statement, could I please ask him for patience so that I can check to what extent I can go into detail on the question that he raised around a fourth Welsh-medium school in Cardiff?

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Diolch yn fawr, Niamh, am y cwestiwn yna. Tra ein bod ni'n rhannu ein straeon personol, mae e'n arbennig o galonogol i fi, fel merch i fam o Flaenau Gwent a ddysgodd Gymraeg fel oedolyn, i weld y cyfleoedd yma na chafodd hi ar gael bellach yn ei chynefin. Felly, rwy'n gwerthfawrogi'r cyfle i dynnu sylw at y gwaith mawr sy'n digwydd ym Mlaenau Gwent, ac yn y Cymoedd yn ehangach hefyd. Fel soniais i yn y datganiad, mae'r Gymraeg yn perthyn i bob rhan o Gymru, ac mae ei chryfhau hi fel iaith fyw yn ogystal â iaith addysg yn beth pwysig ac yn flaenoriaeth rŷn ni'n rhannu cyfrifoldeb amdani ar draws y Llywodraeth. Felly, yn y maes hwn, mi fyddwn ni'n gweithio gydag awdurdodau lleol i wireddu argymhellion y Comisiwn Cymunedau Cymraeg sy'n arbennig o bwysig mewn ardaloedd fel Blaenau Gwent, lle mae heriau amlwg, ond hefyd, fel roedden ni'n clywed gynnau, ymrwymiad, egni ac uchelgais gwirioneddol i gynyddu'r defnydd. Felly, byddwn ni yn ymateb i ail adroddiad y comisiwn, ac mae hwn yn berthnasol yn y cyd-destun yma, erbyn diwedd 2026—eleni, felly—gan nodi cynllun clir ar gyfer gweithredu ar draws ardaloedd sydd â dwysedd canolig ac is o ran siaradwyr Cymraeg ar hyn o bryd. Diolch yn fawr.

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Thank you very much, Niamh, for that question. Whilst we're sharing our personal stories, it's particularly encouraging for me, as the daughter of a mother from Blaenau Gwent who learned Welsh as an adult, to see these opportunities that she didn't have being made available on her own patch now. So, I appreciate the opportunity to draw attention to the great work that's happening in Blaenau Gwent, and in the Valleys more broadly too. As I mentioned in my statement, the Welsh language belongs to all parts of Wales, and strengthening it as a living language and a language of education is very important and is a priority that we share responsibility for across Government. So, in this area, we will be working with local authorities to deliver the recommendations of the Commission for Welsh-speaking Communities, which is extremely important in areas like Blaenau Gwent, where there are clear challenges but also, as we heard earlier, a great commitment and real ambition and energy to increase use of the Welsh language. So, we will be responding to the commission's second report, and this is pertinent in this context, by the end of 2026—that's this year—setting out a clear plan for acting across areas that have medium and lower densities of Welsh speakers at the moment. Thank you.

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Diolch yn fawr, Ddirprwy Lywydd, a diolch yn fawr hefyd i'r cyn Ysgrifennydd Cabinet dros Addysg am godi'r mater yma y prynhawn yma. Fel y Gweinidog presennol dros addysg a'r Gymraeg, dwi yn croesawu'r cyfle i ymateb i'r alwad hon, er yn awgrymu'n garedig y gallasai cyfleoedd blaenorol yn y 27 mlynedd cyn yr etholiad hwn wedi cael eu defnyddio at y pwrpas. Ond byddwn i yn hoffi cychwyn gan gydnabod y cyfraniadau mae pawb wedi eu gwneud i gydnabod gwerth a chyfraniad y staff cymorth yn ein hysgolion ni. Mae cynorthwywyr addysgu, swyddogion gweinyddol, technegwyr, goruchwylwyr amser cinio, gofalwyr—rolau sydd wedi cael eu cyfeirio atyn nhw gan nifer o'r siaradwyr y prynhawn yma—yn asgwrn cefn i'n hysgolion ni trwy Gymru, a dwi'n cydnabod rôl hanfodol staff cymorth ysgolion Cymru ac yn gwerthfawrogi yn fawr eu cyfraniad at ein system addysg yn ei chyfanrwydd. Maen nhw'n gwbl allweddol a'u cyfraniad nhw yn amhrisiadwy. Mae'r adroddiad—ac mae sawl person wedi cyfeirio at hwn hefyd—gan Unsain, 'Amser i werthfawrogi Staff Cymorth Ysgolion: Yr achos dros Gorff Negodi ar gyfer Cymru', a gyhoeddwyd llynedd—ac mae'r cyn-Weinidog yn hollol iawn, roeddwn i yn yr ystafell yn trafod ar y diwrnod hwnnw—yn gosod achos clir dros newid. Mae dwy ran o dair o'r staff cymorth yn ein hysgolion ni, bron 20,000 o'r cyfanswm o bron 30,000, yn gynorthwywyr addysgu, ac maen nhw'n darparu cymorth hanfodol i rai o'n dysgwyr mwyaf bregus ni. Ac yn aml, hefyd, nhw yw'r pwynt cyswllt cyntaf i'n plant a'n pobl ifanc, ac mae tystiolaeth gan Unsain yn dangos bod gormod o'n cynorthwywyr addysgu yn cael eu talu'n annigonol ac yn gweithio'n rheolaidd uwchlaw eu graddfa cyflog nhw. Eto i gyd, maen nhw'n parhau ar gyflogau isel, yn aml ar gontractau tymor byr, tymor ysgol yn unig, fel mae sawl un wedi cyfeirio ato fe, ac maen nhw'n wynebu ansicrwydd ariannol trwy gydol y flwyddyn yn sgil hyn, ac ansicrwydd ariannol o un flwyddyn i'r llall hefyd. Ond un darn yn unig, fel mae rhai pobl wedi cyfeirio ato fe y prynhawn yma, yw cyflog yn unig.

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Thank you very much, Dirprwy Lywydd, and thank you to the former Cabinet Secretary for Education for raising this issue this afternoon. As the current Minister for education and the Welsh Language, I do welcome the opportunity to respond to this motion, although would kindly suggest that previous opportunities in the past 27 years before this election could have been taken to this end. But I would like to start by recognising the contributions that everyone has made in recognising the value and contribution made by support staff in our schools. Teaching assistants, administrative officers, technicians, lunch-time supervisors, caretakers—roles that have been referred to by many of the contributors this afternoon—are the backbone of our schools across Wales, and I do recognise the crucial role of school support staff in Wales and very much appreciate their contribution to our education system as a whole. They are crucial and their contribution is priceless. The report—and many people have referred to this too—from Unison, 'Time to value School Support Staff: The case for a Wales Negotiating Body', which was published last year—and the former Minister is entirely right, I was in the room discussing it on that day—does make a clear case for change. Two thirds of support staff in our schools, almost 20,000 of the total of almost 30,000, are teaching assistants, and they do provide crucial support for some of our most vulnerable learners. And very often they are the first point of contact for our children and young people, and evidence from Unison does show that too many of our TAs are inadequately paid and work regularly beyond their pay grades. However, they continue on low wages, often on short-term contracts, term-time-only contracts, as many have referred to, and they face financial insecurity throughout the year because of this, and financial insecurity from one year to the next too. But as some people have already referred to this afternoon, salary is only one part of the picture.

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Teaching assistants, as I've heard echoed around the Chamber this afternoon, are critical to learning and are therefore critical to our ambitions for education. Their roles are flexible and varied and can range from running intervention programmes, catch-up groups, supporting our key literacy and numeracy strategies, break duty, setting up classrooms, pupil assessments, liaising with parents, attending and participating in training, to leading on clubs and a wide range of extracurricular activities. I think everybody can agree that is quite an extensive and impressive list. Teaching assistants, too, are the ones that schools are increasingly relying on to provide support in meeting the often complex healthcare needs of learners, as Paul, I think, alluded to earlier on. But I'm also aware that many teaching assistants, and I have heard this directly too, report little or no opportunity for career progression despite the increasing expectations placed upon them and their own career aspirations, and for too long the professional learning and career pathways for teaching assistants have been fragmented and inconsistent. So, I can and will say that this Government will stand up for teaching assistants. We will ensure that they are properly supported and are fairly remunerated for the important work that they do. And that means a clear career pathway that is tailored, focused and equitable, supported by school leaders and communities, with meaningful professional learning opportunities underpinned by professional standards.

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Ac i droi nawr at ymarferoldeb y cynnig a roddwyd gerbron, mae'n bwysig nodi er eglurder nad oes gan Lywodraeth Cymru ar hyn o bryd y pwerau i bennu cyflog, telerau ac amodau ar gyfer staff cymorth. Mae hwn yn fater i awdurdodau lleol neu ysgolion fel y cyflogwyr yn y maes hwn. Ac yn wahanol, felly, i'n hathrawon ac arweinwyr ysgolion, mae cyflogau ac amodau cynorthwywyr addysgu a staff cymorth ehangach yn cael eu trafod ochr yn ochr â gweithlu ehangach staff awdurdodau lleol, sydd â rolau a chyfrifoldebau amrywiol hefyd. Felly, er mwyn gwneud newidiadau i'r trefniadau presennol, byddai angen i Lywodraeth Cymru naill ai gyflwyno cynigion deddfwriaethol yn unol â'r cynnig sydd wedi'i drafod heddiw, neu weithio ar y cyd ag awdurdodau lleol a'r undebau llafur addysg i gytuno ar newidiadau ar sail anstatudol. Ac rwy'n agored i ystyried pob opsiwn fel rhan o'r cam nesaf o'r gwaith pwysig yma, a byddaf i yn gwylio'r datblygiadau yn Lloegr yn y maes hwn gyda diddordeb mawr. Gallaf weld manteision corff statudol a fyddai'n rhoi trefniadau tebyg i'r hyn sydd yn cael ei sefydlu yn Lloegr i'n staff cymorth ni, ac yn rhoi statws tebyg iddyn nhw fel athrawon, sydd eisoes yn rhan o gorff adolygu tâl annibynnol. Ond byddai hyn yn cymryd amser i'w sefydlu, ac rwy'n awyddus i archwilio beth y gallwn ni ei wneud heb ddeddfwriaeth, i wneud gwahaniaeth yn gyflymach yn y tymor byr. Ac rwy hefyd yn ymwybodol—ac mae'n debyg bod heddiw yn enghraifft berffaith o'r trafodaethau rŷn ni wedi eu cael ynglŷn â phwysigrwydd edrych yn ofalus ar y gyllideb sydd gyda ni—ar adeg o bwysau sylweddol ar gyllid cyhoeddus, mae'n rhaid inni ystyried y goblygiadau cyllidebol yn llawn. Ac felly byddai'n rhy gynnar, yn fy marn i, ar hyn o bryd, i gytuno i gyflwyno cynigion deddfwriaethol o fewn y flwyddyn nesaf, cyn i ni fel Llywodraeth gyhoeddi ein rhaglen ddeddfwriaethol a chyn inni fynd i'r afael yn llawn â'r sefyllfa gyllidebol heriol rŷn ni wedi ei hetifeddu. Felly, byddwn ni heddiw yn ymatal ar y cynnig hwn. Rŷn ni'n cefnogi'r bwriad tu ôl iddo fe, ond mae angen i ni wneud gwaith cwmpasu pellach gyda'n partneriaid cymdeithasol—ac rwy'n cytuno â'r sylwadau a wnaed yn gynt amboutu pwysigrwydd parhau i drafod yn y modd hwnnw—i benderfynu ar y ffordd orau ymlaen, yn hytrach nag ymrwymo'n rhy fuan i lwybr penodol o weithredu heb wneud y gwaith hwnnw. Ddirprwy Lywydd, rwy'n edrych ymlaen at weithio gyda chydweithwyr ar draws y Siambr hon i gefnogi a gwerthfawrogi ein staff cymorth. Mae'n amlwg bod yna gefnogaeth a dealltwriaeth o'u gwaith nhw ar draws y Siambr, ac mae hwnna'n rhywbeth gwerthfawr i adeiladu arno fe, a'u helpu nhw i roi'r profiad gorau posibl i'n dysgwyr ni, fel maen nhw eisoes yn gwneud, ond hefyd i ddarparu gyrfa atyniadol iddyn nhw fel unigolion ac fel proffesiwn hefyd. Diolch yn fawr.

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And to turn now to the practicality of the motion tabled, it's important to note for clarity that the Welsh Government currently doesn't have the power to set the pay, terms and conditions for support staff. This is an issue for local authorities or schools as the employers in this area. And unlike our teachers and school leaders, the pay and conditions for teaching assistants and school support staff more broadly are discussed alongside the broader workforce of local authority staff, who have various different roles and responsibilities too. So, in order to make changes to the current arrangements, the Welsh Government would either need to introduce legislative proposals in line with the motion that we're discussing today, or work jointly with local authorities and the education trade unions in order to agree to changes on a non-statutory basis. And I am open to considering all options as part of the next phase of this important work, and I will be watching developments in England in this area with great interest. I can see the benefits of a statutory body for our support staff that would put in place arrangements similar to those being put in place in England, which would give them a similar status to teachers, who are already subject to an independent pay review body. But this would take time to establish, and I'm eager to look at what we can do without legislation, in order to make a difference more swiftly in the shorter term. And I'm also aware—and I suppose that today is a perfect example of the kinds of discussions that we've had on the importance of looking carefully at the budget that we have—at a time of great pressure on public expenditure, we must consider the fiscal implications in full. And therefore it would be too early, in my view, at present, to agree to introduce legislative proposals within the next year, before we as a Government publish our legislative programme and before we fully consider the challenging budgetary position that we have inherited. So, today we will be abstaining on this motion. We support its intent, but we need to do further scoping work with our social partners—and I agree with the comments made earlier about the importance of continuing to discuss in that way—to decide on the best way forward, rather than committing too early to a particular pathway of action without doing that work. Dirprwy Lywydd, I look forward to working with colleagues across this Chamber to support and appreciate our school support staff. It is clear that there is support for and an understanding of their work across the Chamber, and that is something valuable that we can build upon, and to help them give the best possible experience to our learners, as they already do, but also to provide an attractive career for them as individuals and as a profession too. Thank you.

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Rhun ap Iorwerth.

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