Rwyf eisoes wedi amlinellu fy mhryderon ynghylch defnyddio amserlenni rhan-amser. Fel rhan o gynllun ffurfiol, megis cynllun ailintegreiddio, gall amserlenni rhan-amser helpu dysgwyr i ailintegreiddio mewn ysgol ar ôl cyfnod hir o absenoldeb, neu gallant fod yn ffordd o atal mwy o absenoldeb. Fodd bynnag, gallant hefyd gael effaith negyddol ar gynnydd a llesiant dysgwyr, gan roi rhagor o bwysau ar deuluoedd ac arwain at ymddieithrio ymhellach oddi wrth addysg. Mae'r canllawiauPerthyn, ymgysylltu a chyfranogiyn rhoi eglurder mewn perthynas â defnyddio amserlenni rhan-amser mewn ysgolion. Er hynny, rydym yn bwriadu cyhoeddi canllawiau ar wahân ynghylch defnyddio amserlenni rhan-amser, a fydd yn cynnwys rhagor o fanylion ynghylch defnyddio amserlenni rhan-amser ar gyfer disgyblion sy’n cael addysg heblaw yn yr ysgol a disgyblion ag anghenion dysgu ychwanegol.
I have previously outlined my concerns about the use of part-time timetables. As part of a formal plan, such as a reintegration plan, part-time timetables can help learners re-integrate into a school after a long absence; or be a means of preventing greater absence; but it can also have a negative impact on learner progress and wellbeing, placing further pressures on families and lead to further disengagement from education. TheBelonging, engaging and participating guidanceprovides clarity in relation to the use of part-time timetables in schools but we intend to publish separate guidance about the use of part-time timetables, that will include further detail about the use of part-time timetables for EOTAS pupils and pupils with additional learning needs.