1. Adroddiad Blynyddol 2010-2011 (Ysgolion uwchradd) Annual Report 2010-2011 (Secondary schools)

2. Perfformiad a Rhagolygon Performance and Prospects
Mae perfformiad yn dda neu’n well at ei gilydd mewn 65% o’r 31 ysgol uwchradd a arolygwyd. Mae’n rhagorol at ei gilydd mewn 13% o ysgolion.
Mae’r rhagolygon gwella yn dda neu’n well mewn 84% o ysgolion uwchradd ac yn rhagorol mewn 23%.
Performance is good or better overall in 65% of 31 secondary schools inspected. It is excellent overall in 13% of schools.
Prospects for improvement are good or better in 84% of secondary schools and excellent in 23%.

3. Gweithgarwch dilynol Follow-up activity
Mae angen gweithgarwch dilynol ar 42% o ysgolion uwchradd:
mae angen gwelliant sylweddol ar 1 ysgol;
mae angen ymweliad monitro gan Estyn ar 6 ysgol; ac
mae angen monitro gan yr awdurdod lleol ar 6 ysgol.
42% of secondary schools require follow-up activity:
1 school needs significant improvement;
6 require an Estyn monitoring visit; and
6 need local authority monitoring.

4. Deilliannau Outcomes
Mae safonau’n dda neu’n well mewn tua thri o bob pump o’r ysgolion uwchradd a arolygwyd. Maent yn rhagorol mewn tua un o bob wyth ysgol.
Yn y rhan fwyaf o ysgolion, mae disgyblion yn gwneud cynnydd da yn gyffredinol o ran datblygu eu gwybodaeth a’u dealltwriaeth.
Standards are good or better overall in about three-fifths of secondary schools inspected. They are excellent in about one-in-eight schools.
In most schools, pupils make generally good progress in developing their knowledge and understanding.

5. Mae llawer o ddisgyblion yn dethol ac yn dehongli gwybodaeth yn dda ac yn ysgrifennu’n dda ar gyfer amrywiaeth eang o ddibenion a chynulleidfaoedd.
Mewn tua chwarter o ysgolion, nid yw disgyblion yn datblygu eu medrau ysgrifennu estynedig ddigon ac mae gormod o wendidau o ran sillafu, atalnodi a gramadeg.
Many pupils extract and interpret information well and write well for a wide variety of purposes and audiences.
In about a quarter of schools, pupils do not develop their extended writing skills enough and there are too many weaknesses in spelling, punctuation and grammar.

6. Mae medrau rhifedd yn wan mewn tua un o bob pump ysgol a arolygwyd gan nad yw disgyblion yn cymhwyso’r medrau y maent yn eu dysgu mewn mathemateg mewn pynciau eraill.
Yn y mwyafrif o ysgolion cyfrwng Saesneg, nid yw safonau Cymraeg ail iaith yn well na digonol – nid yw disgyblion yn defnyddio’r medrau y maent wedi’u dysgu mewn gwersi Cymraeg ddigon mewn meysydd eraill.
Numeracy skills are weak in about a fifth of schools inspected because pupils do not apply the skills they learn in mathematics to other subjects.
In the majority of English-medium schools, standards in Welsh second language are no better than adequate - pupils do not use skills they have learned in Welsh lessons enough elsewhere.

7. In many schools, pupils develop their life and social skills well.
Mae’r rhan fwyaf o ddisgyblion yn teimlo’n ddiogel yn yr ysgol, yn deall sut i fod yn iach ac yn cymryd rhan mewn ystod eang o weithgareddau corfforol.
Mae ymddygiad ac agweddau at ddysgu yn dda neu’n well mewn llawer o ysgolion ac yn dda iawn mewn tua thraean o ysgolion.
Mewn llawer o ysgolion, mae disgyblion yn datblygu eu medrau bywyd a chymdeithasol yn dda.
Most pupils feel safe in school, understand how to be healthy and take part in a broad range of physical activities.
Behaviour and attitudes to learning are good or better in many schools and very good in about a third of schools.
In many schools, pupils develop their life and social skills well.

8. Darpariaeth Provision
Mae profiadau dysgu yn dda neu’n well mewn tua phedair o bob pump ysgol.
Mae’r rhan fwyaf o ysgolion eisoes yn bodloni’r trefniadau cwricwlwm newydd a gyflwynwyd ym Mesur Dysgu a Sgiliau (Cymru) ac yn darparu ystod eang o opsiynau academaidd a galwedigaethol yng nghyfnod allweddol 4.
Learning experiences are good or better in about four-fifths of schools.
Most schools already meet the new curriculum arrangements set out in the Learning and Skills (Wales) Measure and provide a wide range of suitable academic and vocational options in key stage 4.

9. Mewn lleiafrif o ysgolion, mae cydlynu a monitro datblygiad medrau disgyblion ar draws y cwricwlwm yn wan.
Yn y mwyafrif o ysgolion, nid oes digon o gyfleoedd i ddisgyblion ymarfer ac atgyfnerthu eu medrau Cymraeg y tu allan i wersi Cymraeg.
In a minority of schools, the co-ordination and monitoring of pupils’ skills development across the curriculum are weak.
In the majority of schools, there are not enough opportunities for pupils to practise and reinforce their Welsh-language skills outside Welsh lessons.

10. Lle nad yw’r addysgu’n well na digonol:
Mae addysgu yn dda neu’n well at ei gilydd mewn tua dwy o bob tair ysgol.
Lle nad yw’r addysgu’n well na digonol:
mae gormod o amrywiaeth mewn dulliau addysgu ac ymagweddau at addysgu; ac
nid yw athrawon yn cynnig digon o her ac nid ydynt yn paru gwaith ag anghenion a galluoedd disgyblion.
Teaching is good or better overall in about two-thirds of schools.
Where teaching is no better than adequate:
there is too much variation in teaching methods and approaches; and
teachers provide too little challenge and do not match work to pupils’ needs and abilities.

11. Yn y rhan fwyaf o ysgolion, mae systemau ar gyfer olrhain cynnydd disgyblion yn dda at ei gilydd.
Yn y mwyafrif o ysgolion, mae marcio gwaith disgyblion yn rhy anghyson.
Lle mae’r marcio’n annigonol, nid yw’n helpu disgyblion i ddeall pa mor dda y maent yn ei wneud nac yn dweud wrthynt sut i wella’u gwaith.
In most schools, systems for tracking pupils’ progress are generally good.
In the majority of schools, the marking of pupils’ work is too inconsistent.
Where marking is inadequate, it does not help pupils understand how well they are doing or tell them how to improve their work.

12. In nearly all schools, care, support and guidance are good or better.
Learning resources are generally appropriate and meet pupils’ needs and curriculum requirements.
In around half of schools, there are shortcomings in the quality of accommodation.
Ym mhob ysgol bron, mae gofal, cymorth ac arweiniad yn dda neu’n well.
Mae adnoddau dysgu yn briodol yn gyffredinol ac maent yn bodloni anghenion disgyblion a gofynion y cwricwlwm.
Mewn tua hanner yr ysgolion, mae diffygion o ran ansawdd yr adeiladau.

13. Arweinyddiaeth a rheolaeth Leadership and management
Mae arweinyddiaeth yn dda neu’n well at ei gilydd mewn mwy na phedair o bob pump ysgol. Mae’n rhagorol mewn un o bob chwech ysgol.
Yn yr ychydig ysgolion lle mae’r arweinyddiaeth yn ddigonol yn unig, nid yw’r holl aelodau staff yn deall eu rolau’n ddigon da ac nid yw rheolwyr yn mynd i’r afael â thanberfformio yn drylwyr.
Leadership is good or better overall in over four-fifths of schools. In one-in-six schools, it is excellent.
In the few schools where leadership is only adequate, not all staff understand their roles well enough and managers do not tackle underperformance rigorously.

14. Mae llywodraethwyr yn darparu cyfeiriad strategol a chymorth addas yn y rhan fwyaf o ysgolion.
Fodd bynnag, mewn chwarter o ysgolion, nid yw llywodraethwyr yn defnyddio gwybodaeth am berfformiad yn dda i ddwyn yr ysgol i gyfrif.
Governors provide suitable strategic direction and support in most schools.
However, in a quarter of schools, governors do not use performance information well to hold the school to account.

15. Mae llawer o ysgolion yn mabwysiadu dull systematig o hunanarfarnu a chynllunio ar gyfer gwella.
Mae mwyafrif y cynlluniau gwella ysgol yn cynnwys targedau heriol ac maent yn nodi deilliannau bwriadedig.
Many schools take a systematic approach to self-evaluation and improvement planning.
The majority of school improvement plans have challenging targets and identify intended outcomes. .

16. Mae gan un o bob deg ysgol weledigaeth glir iawn o’i rôl yn gweithio gyda phartneriaid. Mae gwelliant o ran safonau a lles yn deillio o’u gwaith mewn partneriaeth.
Mae gwaith gydag ysgolion uwchradd a cholegau partner i ddarparu’r ystod ddisgwyliedig o ddewisiadau cwrs i ddisgyblion 14 i 19 oed yn dda neu’n well bron ym mhob ysgol.
One-in-ten schools has a very clear vision of their role in working with partners. Their partnership work results in improving standards and wellbeing.
Work with partner secondary schools and colleges to provide the expected range of course choices for year-olds is good or better in nearly all schools.

17. Mae’r rhan fwyaf o ysgolion yn rheoli materion ariannol yn dda ac yn dyrannu adnoddau’n briodol i flaenoriaethau sy’n cael eu nodi.
Mewn tua un o bob chwech ysgol sydd â chweched dosbarth, nid yw’r ddarpariaeth ôl-16 yn rhoi gwerth am arian oherwydd bod gormod o ddosbarthiadau bychain i’w gwneud yn hyfyw.
Most schools manage financial matters well and allocate resources appropriately to identified priorities.
In about a sixth of schools that have a sixth form, post-16 provision does not give good value for money because there are too many small classes to make them viable.