1. Adroddiad Blynyddol 2011-2012 (Colegau arbenigol annibynnol) Annual Report 2011-2012 (Independent specialist colleges)

2. Deilliannau Outcomes Yn un coleg yr ymwelwyd ag ef drwy fonitro blynyddol, mae’r deilliannau’n dda iawn. Mae dysgwyr ag anghenion cymhleth yn datblygu medrau byw’n annibynnol y mae eu hangen arnynt i symud i leoliadau preswyl eraill. Mae’r dysgwyr yn datblygu eu medrau cyfathrebu dros amser, ac mae’r dysgwyr mwy galluog yn gwella’u medrau llythrennedd a rhifedd. In one college visited through annual monitoring, outcomes are very good. Learners with complex needs develop the independent living skills that they need to move to other residential settings. Over time, learners develop their communication skills and more able learners improve their literacy and numeracy skills..

3. Yn y coleg arall yr ymwelwyd ag ef, mae’r disgyblion yn llawn diddordeb a chymhelliant. Pan fydd hynny’n briodol maen nhw’n ennill cymwysterau mewn pynciau fel gwaith coed, garddio, technoleg gwybodaeth a chyfathrebu a choginio. In the other college visited, learners are engaged and motivated. Where appropriate, they achieve qualifications in subjects such as woodwork, gardening, information and communication technology and cookery.

4. Mae ymddygiad dysgwyr y ddau goleg yn gwella dros amser. Maen nhw’n dysgu i reoli eu pryderon, yn gweithio mewn grwpiau ac yn cadw eu sylw ar y dasg drwy gydol y diwrnod yn y coleg. Mae’r dysgwyr yn gwneud penderfyniadau am fywyd y coleg drwy gyngor y myfyrwyr. Er enghraifft, mae dysgwyr un coleg wedi cymryd rhan yn y broses o ddatblygu polisi ar ddangos parch yn y coleg ac wedi helpu i baratoi cynlluniau ar gyfer system mentora cyfoedion. Learners in both colleges improve their behaviour over time. They learn to manage their anxieties, work in groups and stay on task throughout the college day. Through the student council, learners make decisions about college life. For example, in one college they have taken part in developing a respect policy for the college and drawing up plans for a peer mentoring system.

5. Darpariaeth Provision Mae cwricwlwm cynhwysfawr a chytbwys ar gael i ddysgwyr un o’r colegau. Maen nhw’n cymryd rhan mewn dewis amrywiol iawn o weithgareddau allgyrsiol. Mae dysgwyr y coleg arall yn cymryd rhan mewn dewis amrywiol iawn o weithgareddau addas. Maen nhw’n mynd i sesiynau ymarferol mewn pynciau fel coginio, siopa a gweithio ar y fferm i ddysgu medrau cymdeithasol a medrau bywyd a fydd yn ddefnyddiol. In one college, learners have access to a broad and balanced curriculum. They take part in a wide range of extra ‑ curricular activities. In the other college, learners participate in a wide range of suitable activities. They learn useful social and life skills through practical sessions, such as cooking, shopping and working on the farm.

6. Mae dysgwyr un o’r colegau’n cael cyfleoedd rhagorol i ddysgu technoleg gwybodaeth a chyfathrebu. Mae’r coleg hwn yn cynnig darpariaeth dda hefyd i ddysgwyr Cymraeg iaith gyntaf, gan gynnwys gwneud gwaith asesu drwy gyfrwng y Gymraeg. In one college, learners have excellent access to information and communication technology. This college makes good provision for first language Welsh learners, including conducting assessment in Welsh.

7. Mae ansawdd yr addysgu yn un o’r colegau’n dda. Mae’r athrawon yn creu cynlluniau gwersi a gweithgareddau sy’n cyfateb i alluoedd ac anghenion y dysgwyr unigol. Mae’r athrawon, y cynorthwywyr addysgu a’r staff preswyl yn gweithio’n dda gyda’i gilydd i sicrhau bod pob dysgwr yn dangos diddordeb drwy gydol y sesiynau. The quality of teaching is good in one college. Teachers produce lesson plans and activities that match learners’ individual abilities and needs. Teachers, teaching assistants and residential staff work well together to make sure that all learners are engaged throughout the sessions.

8. Mae staff y coleg arall yn cynllunio sesiynau’n ofalus i ddiwallu anghenion y dysgwyr unigol. Ond nid ydyn nhw bob amser yn herio’r dysgwyr mwy galluog yn ddigon da, ac nid oes cysylltiad agos bob tro rhwng y cynlluniau gwersi a’r cynlluniau dysgu unigol. In the other college, staff plan sessions carefully to meet the individual needs of the learners. However, they do not always challenge more able learners enough and lesson plans are not always linked closely to individual learning plans.

9. Mae dewis da o wahanol arbenigwyr, gan gynnwys therapyddion lleferydd ac iaith, a seicolegwyr i gynorthwyo’r dysgwyr yn effeithiol. Learners receive effective support from a wide range of specialists, including speech and language therapists, and psychologists.

10. Arweinyddiaeth a rheolaeth Leadership and management Mae tîm arwain cadarn yn y ddau goleg, sy’n gosod gweledigaeth glir ar gyfer gwella ac sy’n canolbwyntio ar y safonau mae’r dysgwyr yn eu cyflawni. In both colleges visited, a strong leadership team provides a clear vision for improvement, which focuses on the standards learners achieve.

11. Mae pennaeth un o’r colegau’n gweithio’n effeithiol gyda chyrff o’r gymuned leol a’r gymuned ehangach er mwyn dod i ddeall anableddau dysgu’n well. Mae ymddiriedolwyr y coleg arall yn cynnig her briodol i’r coleg ac yn ei gynorthwyo i wneud y gwelliannau mae angen eu gwneud. In one college, the principal works effectively with organisations in the local and wider community to increase their understanding of learning disabilities. In the other college, trustees provide appropriate challenge and support to the college, to make necessary improvements.

12. Mae prosesau hunanarfarnu’n dangos bod rheolwyr y ddau goleg yn deall yr hyn mae angen ei wneud i wella’r coleg. Mae’r colegau’n defnyddio data’n dda i gyfrannu at y cynlluniau gwella, ac mae hyn yn dechrau effeithio’n gadarnhaol ar yr addysgu a’r dysgu. Self-evaluation processes show that managers in both colleges understand what needs to be done to improve their college. The colleges make good use of data to inform improvement planning and this is starting to have a positive impact on teaching and learning.

13. Mae rheolwyr mewn un coleg wedi cyflwyno system rheoli perfformiad yn ddiweddar sy’n eu helpu i adnabod arfer dda ac i roi sylw i danberfformio. Mae arweinwyr yn rheoli adnoddau’n dda iawn. In one college, managers have recently introduced a performance management system whose use is helping to identify good practice and address underperformance. Leaders manage resources very well.

14. Cwestiynau i'w hystyried Questions to consider Pa mor dda yw’r deilliannau ar gyfer dysgwyr? Pa mor effeithiol ydyn ni’n mesur y cynnydd mae’r dysgwyr yn ei wneud? Pa mor dda mae’r dysgwyr yn datblygu’u medrau llythrennedd, rhifedd a TGCh, ac yn eu defnyddio ar draws amryw o leoliadau ffurfiol ac anffurfiol? Beth ydyn ni’n ei wneud i hyrwyddo annibyniaeth? Sut mae hyn yn helpu dysgwyr i symud ymlaen i leoliadau eraill? How good are outcomes for learners? How effectively do we measure the progress learners are making? How well do learners develop their literacy, numeracy and ICT skills, and use them across a range of formal and informal settings? What do we do to promote independence? How does this help learners to move on to other settings?

15. Cwestiynau i'w hystyried Questions to consider A ydyn ni’n darparu rhaglen addas o addysg bersonol a chymdeithasol sy’n cynnwys perthnasoedd personol ac addysg rhyw? Yn benodol, a ydyn ni’n talu sylw i ddealltwriaeth y disgyblion o sut i gadw’u hunain yn ddiogel a pheidio â pheri risg iddyn nhw eu hunain neu eraill. A ydyn ni’n darparu amrywiaeth briodol o gymwysterau achrededig? Do we provide a suitable personal and social education programme that includes personal relationships and sex education? In particular, do we pay attention to pupils’ understanding of how to keep themselves safe and not to put themselves or others at risk. Do we provide an appropriate range of accredited qualifications?

16. Cwestiynau i'w hystyried Questions to consider A ydyn ni’n cynnig digon o her i’r dysgwyr mwy galluog? Pa mor dda ydyn ni’n defnyddio cynlluniau dysgu unigol (CDUau) i gynllunio gwersi a gweithgareddau priodol sy’n diwallu anghenion y dysgwyr unigol? Pa mor dda mae’r staff addysgu a’r staff gofal yn gweithio gyda’i gilydd i sicrhau bod dysgwyr yn gwneud cynnydd da? Do we provide enough challenge for the more able learners? How well do we use individual learning plans (ILPs) to plan appropriate lessons and activities that meet the needs of individual learners? How well do teaching and care staff work together to ensure that learners make good progress?

17. Cwestiynau i'w hystyried Questions to consider Pa mor agos ydyn ni’n gweithio gyda phartneriaid eraill i ehangu’r profiadau dysgu ar gyfer pob dysgwr? Pa mor effeithiol mae systemau rheoli perfformiad yn cael eu defnyddio i sicrhau addysgu o ansawdd uchel sy’n gwella deilliannau ar gyfer pob dysgwr? How closely do we work with other partners to extend the learning experiences for all learners? How effectively are performance management systems used to ensure high quality teaching that improves outcomes for all learners?