 Gweldwallis yn y wneud i gael i chi'n ddechrau i'r 16 o derbyn Llywodraeth Cymru wnaeth eu gaeliaf i'r hannu ddim yn gwneud i chi'n ddylch chi'n ddylch chi nhw'n ddylch chi'n ddylch chi'n ddylch chi, ond yn fawr ein bod yn taweth eu rôl aol. Derbyn gŵm ym Mhag yw i gaelio i gaelio i'r ymddig o'r Ysbyg dechrau Iberiannol. Ar gyfer ar y filtering o'r ysbyg yma mae'n gwneud i'n cyfforddau beithio gydaeth i Gallic. темau, iweithio, i subscribed yn gallu'r cyd-dynist, ac hynny i'n deall, yma. Ond, oes i'n golygon ar gyfer holeun oedd yn y galerau cyflwyno? Mwneud i gael am ysgolion Iuan Camel ar ybergiaeth Llywodraeth Yng Ngai, Cendryf Ddi Cysyflol Llywodraeth, Margaret Wentworth ar Y Grifon Argyll, Jon Wilson ar Y Llywodraeth Yng Ngai. Rydym yn ei sefyllfa o unigafolau hwnnw i gael, nid oedd argyrchu'r cyfnod. byw, ar gyfer eich bydduntud, yn dwi'n uch chi i eich gael iawnnig o'u gaelig hwnnw i gyflwyfyn iawn, i ddfaith ychydig gyda'r ffysgol Ffysgofuniaeth i weithaf, gydaen i'ch dwno i ddiwyd. Mwneud i ddod yn gweithio yr edrych mewn byw i gyflwmp y gaelig hwnnw i ysgolwyd. Rwy'n fydden nhw'n ddych chi i gael iawnnig oherwydd y lluniau sydd gennym ni'n ddwy. I think the bill as it stands gives an opportunity for Gaelic meeting education development, but I think we must look at how we give support to early years and secondary education. Early years education is a foundation for children coming into primary. We need to develop the Gaelic meeting education from early years right through to secondary. I agree with that, Chairman. Cwrl y sebyd, yr yw Rhywld y sebyd o'r aracadysgyech chi eisiau'r bysgech yn y brosnuch y fyrdd o'r bysgech yn y Gaelic. A gynllun sy'n ffallig i chi, a gynllun i'r gynllun i'r sôn, sy'n syrch oedd gynllun i'r dysgawn nhw eisiau'r artoch y dyfodol. Mae'r cwrl a'r cwrl yn y gaeltoch y brosnuch y fyrdd o'r bysgech yn y Gaelic. Mae'r safist, mae'r hach, mae'r syni'n cyffordd yr bysgech yn y marachio'ch grŵi o'r brosnuch y fyrdd o'r bysgech yn y gaelic. Mae'r chynghwys ymwy na ffuncti'n ddod ar y cwrl gwasanaethau. Mae'r ffarndyn, mae'n gwneud cymaint ar gyfer y bylw ychwanegol, mae'n gwneud ar gyfer y bylw ychwanegol. Mae'n gwneud ar gyfer y bylw ychwanegol, mae'n gwneud ar gyfer y bylw ychwanegol. Mae'n gwneud ar gyfer y bylw ychwanegol. Mae'r swin yn niolntu. Mae'r ers i'n br cach yr byth yntaf i'ch gyfer y bylw ychwanegol chi Felly, y gallu ei gymryd y ddych chi i gael eich cynllun gilydd ar y dyfodol o hyn sydd yn fydden nhw'n ei chyglwnio. Mae'u gwybod i bethau mewn edryd iechyd yn y dyfodol i gael eich llBlw fan i chi'ch gael am yw Gwyl Green, ac mae'n rhai o ddweud i gael ei gael i gael eich llBlw fan i chi i gael i gael mewn edryd iechyd nawr. Mae'n gwrs hyn yn mynd i chi i mwyaf, ac mae'n mynd i chi i mynd i chi'i Y gallwn wneud żeidwyd gyflym ddeilog ac mae'n ei fod y bydda'n bod yn y ffilm. Rwy'n cael ei fod yn ddigonol o'r eich hwn ar yr eich Llywodraeth yn mynd i'n cyfnoddiant ei bod yn ymddireni, y mae unrhyw yng nghyd-ryd. Maeín rheifftdi gyda gwahanol lle hwn o ffordd i fynd i gyrfaeth a'r rai hwn i'r rai hwn i'n mynd i'n mynd i'n mynd i rai hwn i'n mynd i'r rai hwn i'r ffordd i'r mynd i'r Felly, marcaio euosh nest overwhelmingly on the need for solid work going on in the early years. Evadence shows that language learning has taken places at the very early years where immersion wear possible. I would also like to think about the links with the one plus two language learning initiative. It seems one of the answers, obviously speaking of early years and legal rights, Felly, byddai'r cysylltweth o cysylltweth ddullionr Jonningsson yn ddig tadadau a'r barth o'r cyflogwch cyntaf neu ymddych chi'n ddigadau i ddigadau. Byddai'r cyffredinol? Felly, farfod y gallwch i ffaith gydych yn ei ddaion, drwy eich sefydlu yn rhan oesol yn gyllidol yn ffôr o ffawr o'r sefydlu yn ffôr o'r cyffredinol, gyda fy ngharwsfawr o'r cyflogwch ar gyflogwch cymryd yn ffôr o'r cyffredinol, yn gyfrifol datblygu'r cyflogwch i dleistrys ornwn hynna fyddai eich hyn adwyd y gwnian nhw, a dyf yn luch wcomedig yn gallu'r gymhiliadau. Aus mwyn eich gwyll mylch wrth y tabarn a chwyll chi ddefnyddiad ei gael ag unig gyfu y tafael y gaeliau o'u mylch chi'n gaelwch yw eu geltog fraws o gyda'r cwtrym o'ch yr iddych chi'n mynd i biesi'n medzi anu. Mae yna sy'n byw'r hajw. Cwm ysoch y lli'r iannu, cwm ysoch y lirigau, ac ysoch y bydd sy'n teithio'r ffobl cwmwld ar hyn, ac mae hi'n lobl ych chi'n mynd i'ch gweithio gyda'r dach anus, a'n yn alab y cwtrym, ac ysoch y bydd ffio'n i'n i'ch anus maen nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nhw'n nh nhw'n nhw'n nhw'n cyysraw chathen i ddyllu i fi achychu wfeeding o gaelig am y balig. Rwy'n niechio o ha'r cawras caseiau cumili ysgol ar y nawab gymsgol gaelig y gyd y caelig, a yddech chi'n swwn i'w sy'n ystryt o ffryd o gaelig i gaelig siaradru'n cazur hordog i gwythyslir yddych. A bylw dych chi'n funshiau gyda dechwys y bi, a chahanell anfeirn yn fy llyw yn ymgysig wedi meisglych y gymuno, dyma a allwch gyda i ddeisgwyl. Mae'n gweithio'r ddweud i'w gwirionedd a beth sy'n gweithio'n ei ddweud o gweithio'r ddweud, ond mae'r ddeisgwyl yn lleol. Ond maen nhw'n gwirionedd i'w dreiflo'i ddisgu'r hefyd. Roedd y dyma o'r ddeisgwyl yn lleol. Rhywethech oedd eich ddweud o'r rhaid. Felly, mae'n fawr o'n trunegallu gysylltu i ddyniais ychydigau sydd i lietwg ar y sgwmbrun ychydigau ar rhawn. Mae'n gynterhug ysgol y cael hynny gra hwnnw i'r parntyn. Mae'r margrwp fforses hasio anhyrch chi'n dylunio ar y sgwmbrun o'r timsgail. Hysyn parntyn hwnnw hwnnw hwnnw i'r sgwmbrun o'r timsgail. Mae'r ffilm trunegallu i'r hynny gra hwnnw i'r cwest GMA. Rwyf am y dylunio cyllid hwnnw i'r parntyn yng nghymru yn anhyrch derbyn mor hynny. Mae'r cwestion yma sydd gyda cael eu parntyn a phemio i'r parntyn sydd yn ffordd o'r prysgau yn yr hynny. Mae hynny gyda'r parntyn hwnnw enw, fy i'r parntyn ar hynny, ac e'n meddwl i'r ddwyf am y parntyn a fydd, ac mae'n meddwl i'r ddwyfi amdano eu parntyn yn eilio ar y sgwmbrun o'r timsgail. Cymru hadd dwylai'n lŵr o'r gael parw sydd wedi'i'n edrych i fynd i taith gyfiamwnd yn hwtios yn y tils yn y bwyd ni'n gael eich asio'n siŵr i annu. Fy mi'n caen i fi ac i'n un o'n y tor a'r tych yn gyfela'r ffim ac yn yr yfroses a ha' siŵr i'r ysgarr na'ch ei'r yrwtyr sy'n yn y tîl taith. A gysgad a'u ni'n llas o'r siŵr yn ffilm tyfu yn y gael i'r yrwtyr. So ha' trach stan y ha' siŵr. Felly sefyddo i chi'n haf proses ffimol i hybuniau a ha' tor cais yn angen i'n gael i'r cwmysoch ym môl yn pan yn dyn, i'n siŵr i'n. The bill lays out a strong context, particularly with regard to promotion and giving advice to local authorities. In their own local authority we're about to move to a brand new bill and within that bill we'll have a 3 to 18 campus and our Gaelic provision will be within that and have that through. I hope that that's very positive. One of the things I would like to wrap round that are the two aspects of resourcing and funding and the money that currently comes through the Gaelic specific education grant and the capital fund. We've also benefited from the Gaelic commercial for teachers which also brings me to a concern that I have regarding the accessibility of staff to be able to meet the need of the funding. That's the point of the expansion of Gaelic. We had a debate, I think it was last week, it was Angus MacDonald had a debate on 10 years of board in a Gaelic and three of us, myself and another two Highland MSPs mentioned the fact that the entitlement the other two MSPs were elected on their SNP manifesto I have to say. The entitlement that was promised in 2007 and 2011 in the SNP manifesto was an entitlement to learn Gaelic. That entitlement has now become a process to assess parental requests. When I read the information today I thought that I might have seen some concern from Bordna Gaelic about that but I actually seem to be quite happy with things which surprised me. Are you quite content with what was promised as an entitlement to Gaelic has now, in my humble opinion, been watered down to become a process by which parental requests for Gaelic will be done. Even where an assessment has been made that sufficient demand and resources exist, there is still no requirement for a local authority to provide Gaelic. Is that the beginning and end of it? Are you concerned in any way that an entitlement has become a bureaucratic process? I would like to delay this bill. It is strong enough that the process is finally at a growing level, but the bill itself has to be strengthened in many sections to make sure that this isn't just a bureaucratic process. It is an education of a strong enough to encourage parents of kids to learn Gaelic, but the one that's got me to education is Dr Gaelic, which believes that there is a sort of opportunity to look at the process, but we would want this process to be strengthened. It would be a step-by-step process in the hope that we will have legal rights to Gaelic medication in the future. We don't want to spoil the progress that we've made so far, but the bill needs to be strengthened as many of the sections are weak and it gives an opportunity to many local authorities not to promote Gaelic. I would like to repeat this. In 2008, Gaelic was provided to me in a process not being any progressive act, but despite that, there are progress in many areas. occupational support, ond i baid ni i ddweud rydwgought, 잘못ig amsetig. Efallai arnyn nhw angen i gymryd cyhoedd ac eich beryvol. ar gyfer y CROSS yw pechau hindwr iddangos. Fual roi adnodd iddangos gyda'r Cymru, bod mun顯w i iyol i etrурio i wysgogol ar gyfer y Conddert earnings o propos eiddiol lleon i ni allan i cael cアmertyn a'r cwrs o'i llachuydd y brefrannureal inches— iddynt hefyd wedi'i ddeunydd ar fydd y krydd yng ng Datgwennyr Reded. yn ei fan ei god celebru.配wyr unwci'r cilygwr am y dwyllppy a'r adeiladau gwyllturau yn gael fel y cyntaf i ei wneud o hyn i'r gael. Rwy'n cael ei fod yn ei gael. Roedd o'r cyffredin, roedd yn gael yn gweld ymdweud ac yn amlwgol yn gweld yn fwy o'r dderfynwys, ac yn ardal, chi'n gallu gweld yn gweld bod chi'n ddorffydd am ddweud o hyn, a'r ddynt ni'n gweld am fyddio'r ddweud, Mae'r gaelig i'r yrwm mor i anu. Mae'r gaelig i'r yrwm mor i anu, mae'n cyflogu'r progres gwrl y gwneudion gwaith ym Mhagw. Eryd i elu'r ffotus llyw ar gaelig i'r yrwm mor i anu. Mae'r yrwm mor i anu, mae'n gaelig i'r yrwm. Mae'r gaelig i'r yrwm. Mae'r bansion i'r planau chi gaelig i'r cymdeithas. Mae'r planau i'r gaelig i'r gaelig i'r planau, mae mae'n cymdeithas. Mae gaelig i'r planau am y gobeithio gaelig i'r sgol, mae'n gyhoel o'r glas gaelig i'r hyn. Mae'r newid i'r brif lotta a'r muna i ddweud am y methu yn Lladl. Mae mae'n gyhoel o'r glas gaelig i'r sgol gyhoel o'r gaelig. Mae erfyn i ysgrifennydd ysgol gyda'r m aunquei a'r gaelig i'r enw. Mae'n gaelig i'r gwneud am y twbl gyda'r meddwl, mae'n dobi'r pwysig gyda'r meddwl i'r sgol. Nid i'r cyffredinfaen, i siŵw i'r sgal uwr gaelig, yn hyn o'r innero ffin o'r iechyd ac yn succession am ddau, gofio i'r siŵw i'r wneud, ac yn y mnodon ni'n i'n i yn i arddangos ei ddyl debating yn gynllunig cyntafol, ac i roi'r bwrs â'r hyn o'r ymddangos o'r unig yn so privately a gweld i'r bwrs gan yn ei nhw, ac oedda i'n i'n i'n i'n Gael arfod oedden i'r ein ddiogel a allu'r prgyn o'r ddiogel, a yn eithaf i'r unig yma'r garwch arni. Oedden i'r ein ddiogel, oedd yn fawr yng Nghyrcaf, oedd yn ei dweud ac oedd yn ei d staminaeth iawn i'r unig, i'r unig fel yng Nghyrcaf yn yr ein i fain edrychu'r swappedinaeth yn ei arwain, ac oedd yn ei dylun i'r ei dygledd. Oedden i arwain i'r unig fel yng nghyrch, oedden i arwain i'r unig yng nghyrch O pob dŵr, a chynydd sy'n ychwanegwch anachill dŵl i'r progres, beth yr archallegers ysbryd, a dŵl yn armaeig i'n gwybroch cwyddoch. A speedd yn ychwanegwch i gysymach as y fylasio nhw i'r archallegers i'r funding. Felly mae'r gartwch ychwanegwch yn hadd. Ffemishifth, yn cwrs yng Nghymru, nid oes i ddweud i ddweud i ddweud i ddweud i ddweud i ddweud i ddweud. Felly, ma shoptywch hynny yn twfyn us ysgri peth i fy Exxplod Lywodraeth. Felly, ma' tari cynnig o iawn i am ffordd dŵr i Gallun yn ein hunan. Felly, y ddweud yma eich walking and Tabithan isique yng nghymru. Don yw'r rhedder, alef yn ychwanegwch anachill, bod yna bobl yddro a'iorkni ac drugs sefydlu ddweud i Gbridd. Felly, fynd i allwch i eich sylfaenol ar gyflawn i gyllid. Mae gennym ni'n cael ei ddweud o'r ddaf, i'r ddweud o eich gael. Mae gennym ni i ei ddweud o'r ddweud o i'r ddweud o'r ddweud o'r ddweud o'r ddweud. Os, blwyddyn, ag y salaf roedd rydych chi, gan y cymdeithas eisteddu COVID-19, heb Roedd mwynhau gyd yng Nghymru yn ein cansell, ond mae'r Ffacll yn ddeunyddol i'n gwrs nesaf, ac mae'n gwybod bunaeth i Gymru, ac mae'n eu gwaith rphaeth o gwpiech Gwbeth, ac mae'n bwerthog yn mynd i'ch gwion i sefydliadau i fynd i ddigon i gael i'r helpu i gael i'r gyllid. Mae'n cyfweld i'n gweithredu gyd yng Nghymru i neud ei hun— Ac mae'n gweithredu i elinodig unrhyw. Felly mae'n rhoedd i'n gwybod, ac mae Angela Constance yn rhaid i ddegonol roedd wedi fyddeckolio ar gyfer yr aeswnol ac mae'r ddau yn ei gaeloedd yn rhoi mwy fwy o hollol ar gyfer gyd, ac mae'n ei ddweud o'r acerweithio yn gweithreitio ar gyfer tyfion ar gyfer yr aeswnol ac mae'r ddau yn garun i rhywbeth, ac mae'n bob i digwydd i'r agosadau ymlaenon oedd harwain i'u cyfrifiad yma. Mae'r rai sarod onion yn ei ddweud i'r arwain i'r eif ymddalol, i'r argyrwain o'r roi fod y byddwch i gael eich bwysigol yn ffawr i fy ffordd�fodraethau, a mwy gyd credu i ddych chi ddefnyddiannol? Felly, mae'n fawr i'ch gael eich bwysigol yn eu gael eich bwysigol. Ieithdo, mae'n fawr i'ch gael eich bwysigol, dyna tu wneud yn gweithio defnyddiau i ddweud eu ffordd. My question was not answered by the others, but given that we are at stage one of this bill, there is no point in myself, Dave Thompson or Gene Urquhart, raising our concerns about the entitlement to Gaelic education, where we have got Bordna Gaelic and Highland Council, who I have written down. It is an opportunity for process, the legal rights will come in the future. There is really no point in us being concerned about that if you are quite content. I do pick up the feeling that, apart from Margaret, you said should be a legal right, but it would seem that the three MSPs that I am talking about are on the wrong track here. If you are quite content with the process of the bill, if you are quite content with the administration that is being required in the bill, I really have no further questions for you. Thank you. That is not quite what we meant. I think we all want to see legal rights for a Gaelic midwine education, but there is a time for that to be established, and I don't think we are at the point that we want such internal rights for Gaelic midwine education. We have taken steps towards that. We must be careful that we don't abandon the situation that we have. We are not against legal rights for parents to GME, but I don't think we are at that point at the moment for various reasons. I just want to add to that. If we create a legal right here, it is going to be a question that we would ask. It is possible to achieve that. It is possible to deliver that comment. With the likes that we have at a national level about availability of teachers and other facilities in Gaelic midwine education at this point, because Ian said that we must make a step-by-step approach on how we see it. The bill is a significant step in that direction. Thank you very much. Liam McArthur. Thank you very much, convener. Good morning. I'm deploying a slightly different track here. Mr Murray, you talked earlier on about proportionality, and while the process of considering applications needs to be similar across the country for understandable reasons, the approach taken in Highland will be different from that in Ayrshire, etc. That bears out what was in Highland Council's written evidence, where you suggest that the process must be flexible and not a one-size-fits-all. In addition, geographic transportation and demographic challenges must also be borne in mind. Any process to assess demand must be based on the sustainability and long-term likely successive provision and the best use of resources. The area that I represent in Orkney, where there is no tradition of Gaelic education, but it's a very strong tradition of Scots in terms of the Arcadian dialect in Shetland. Similar factors and characteristics are at play. Is there a risk in going down the route of strengthening this right still further that the resources that are deployed to try and support and expand and promote the awareness and take-up of Scots language, Arcadian dialect and Shetland dialect could, in effect, be crowded out by a right that is seen as underpinned by law and therefore Trump is prioritised above that, which would safeguard and promote the promotion of those dialects, which are struggling to get the attention, or, certainly, historically, have struggled to get the attention that they deserve. That's interesting, and I think that's a question that's raised in various parts of the country. Amserl, in Aberdeenshire, where Doric is well used and other parts of Dulleydys North, there are difficulties with Gaelic to the level at which it's at. I can do that, and I'm sure that all the languages and dialects within the Highlands, including Gaelic, have all the languages and dialects within the Highlands, including Gaelic. Gaelic is not mentioned, but it's been a part of Gaelic in Shetland. The people feel in a position to be taken account of, and that's important. Arcand country would have the requirement gael eich cyllidell yn fawr, i ddweud yousiau'r ei ddraethol sydd wedi'i wneud â'i uchaf y cyllidell yn y gynghyd â'i rhesymau a ddylu ar gyfer chi eich cyllidell y ysgolwyr, ond nid oedd yn hynny'n ddat Wrth gwrs. Felly, mae'r sgwstio i mewn hyn o'r ffordd i'r newid i ddefnyddio'r drosun draws o siarfrwyntiaid. ond y sgiliau sydd wedi eu parant yn hynny. Mae hynny'n i'r tyst sy'n i'ch parant yn anio coi gyffers byw viaf iawn i'r sgiliau sydd hynny'n hach ac o'r eich parant yn cwrwm, gyda si'n i'r dylgradau'r parant yn y sgiliau sydd byw ond yn allaf, a hynny'n i'n i'n i'ch parant sydd byw sy'n i'ch parant sydd byw sy'n i'ch parant sydd byw sydd byw sy'n i'ch parant Asnys Ghewn, Sian Y Cwmnig, Sian Y Y Ynw. I don't have anything full of time to add to that. Interested in the responses there, I mean I think the concern is we've got a Gallic language plan. We don't yet, as far as I understand, have a Scots language plan and therefore actually the protection afforded to Scots the efforts that have been taken. I think the Scottish Government can claim some credit for supporting initiatives aimed at promoting, in this case, the Arcadian dialect and the Shetland dialect as part of the promotion of Scots language, but where you have an inequality in terms of the statutory protection afforded to both, then those parents who may wish to have their children taught in Scots or to see more of the work being done at present spread more widely. We'll find themselves at a disadvantage compared to a similar number of those who may seek to have their children taught under Gallic medium education. Therefore, in a local authority, the size of Orkney and Shetland, both to the smallest local authorities in the country, the resources that they can bring to bear, unlike Glasgow, Edinburgh and even Highland for that matter, are far, far less. Therefore, the concern would be that what we have through this bill is something that detracts away from trying to promote language provision in this case through Scots in order to satisfy the requirements of this piece of legislation. Is that a justified concern or not? It's a bit difficult to answer that. At the end of the day, it's up to the Scottish Parliament and no representatives here to have a formal act in respect of Scots, and if Orkney Council wanted to provide education in Scots, then you'd think to be able to do that at the moment. I don't think there's any point in making it difficult. I think it's going to be Gallic and Scots for Spanish in a way, and it's going to focus on Gallic education. We should be developing that expansion to strengthen the language, and that happened in the previous years. There has been some progress in relation to Scots language as we saw a couple of weeks ago, and we give respect to other languages that are subject to local authorities at the end of the day. I could make provision to the King of Scots, and I'm going to sub to the Scottish Parliament to make sure that there is provision for education in Scots and language in other languages. I think that the public is not allowed to ask who can and through the language is one plus two, wherever that comes from, where it's possible for Scots to use the language as the best narration platform. For the Frankies, for the Gallic, it could be Scots or it could be French, it could be other languages, but that ability is not there as far as the future. Scots to use other languages is to teach relation to Gallic and Scots, and official language and respect by the statute that is supporting that way. Maintain that status for the language. I should probably declare that a sister whose children both go to the Gallic meeting school in Glasgow for the avoidance of doubt. I'm not sure that you had to declare that, but okay. Thank you very much, George Adam. There seems to be a willingness to grow the teacher numbers in Gallic education, but what more can be done to improve the availability of Gallic medium teachers? This is the number of courses available in order to grow Gallic teachers to the system. It's undoubtedly one of the difficulties we have, but progress has been made in the form of the difficultness with the English medium education. There's a lack of teachers there, and there are many more teachers lacking in English education. But we're strengthening the English medium education a little by little. 300 teachers a month available at the moment to teach. And it's a bridge to the British high school, but we're able to go up to 100 to teach high schools. So the age of the classrooms of the North, and it's all very important teachers are needed Iet oedd yn tuatrwch yn ychwanegwyd y maheri'n hylau gweithio'n amser a'i safii'r tuatrwch yn ysgrif honno i ddyn nhw o oed ydw i'r margybwyr, gyda'r newid yn yw'r margybwyr, a'r dylwetys yn y môr angw yma sy'n ogyrdu gyda'n gwybwyr a'r gwrs i hyn o ddolf, a'i ddysun o'r llun o bolosus, ac o'ch ei chwangar yn amlwgion, i'n bod i'n i'n bwg iawn i'r academy digidwch margybwyr, Roedda llinw't fysg mor iddweithio eich rhywch i gael, a ystod o brochio gan ysgiiddion i ysgolio'i ffaraeg sy'n ei r chewr arall. Mae hwnnw i industryd sy'n ios dim yn ei gweld o'r gwerthu i'r cwrs cyfan. Dwi'n lle ei fyddi o'r bau y byw, ac nid i wneud o gyflwyno'n wgwyseid. Mae'r cyflwng i'r iawn wedi'n gweld o'r hapus honi'n cyflwyno a hyflwng i'n cwrs cyfan y f店 i fath o'i ddochi, iRoad Cymru, ac yn ddiogelwch eich halu ar ôl i'n cefnidig. Felly, mae'n cyflwyno ar comeddau'r beg, ac yn llun o dweud y gwasanaeth ar y rhan o zeddoedd. Mae hordio i ddim yn ddwy'n cryptocurrencies a ddigon o'r cywch ar y trafod flames. Mae'n holl bwrth o'r ciffer y Llywyddyn oedd yn wych, o'n ddelchach i ddweud ei gweithio a fyddwch yn ddechrau. Onw rhaid i'n nhw ni'n rysun o'r blynedd fawr o ran oedd pobl yng Nghymru i siwetol o'r sefydliad iaith, ond mae'n rheswm i'n rhagorau yn gystafell. That's an on-going issue for us, perhaps. It's our geographic area within Scotland and our galic provision within that. I know that we are anxious each year to await the news as to whether we're going to receive a probationer teacher, and it's on receiving a probationer teacher that allows us to fulfil our requirements regarding our learning and teaching experience. Hapily we have received a probationer this year, but I'd also like to say how much we appreciated the Gallic Immersion for Teachers programme. There were 10 places available last year and two of those places were taken up by members of staff from East Asia. One member of staff had a stronger understanding level of Gallic than the other, but they have both progressed and we're looking forward to having them both back now in our schools on building. Thank you. Margaret. Siog, dwi'n rwch, eich hef teacher yn hadd ha' maith y byw ertus, ha' chi'n rwy'n erotus, a dwi'n rwy'n cwysig i'n rha, rwy'n ein isio'n cechus, ac rwy'n dwi'n rwy'n dwi'n rwy'n cael ymgyrch o'r grath, ha' ddim sy'n clor o'r ddwy yn e'r cechus o fien y Gallic i anais tarincoch ar teacher yn. I dastur, i'n rwy'n rwy'n rwy'n rwy'n craff sta'r ha'r gen i'n sefyll yn Gallic i'n arsgol, ha' niel o'ch clau'n ffaen cyllior i'r siwr yn y Gallic, ac rwy'n mawr i'r gyr, a'i'n effeithi'n ha' ma'r cyllor o'r si'n cechus, so ha'n dyn nhw o'r gallu'n caer yn leisio gyda'r ardill o'r gallu'n rwy'n gallu'n rwy'n gallu'n dyn nhw o'r gallu'n dyn nhw o'r gallu'n gallu'n dyn nhw i'n cael ei dyn nhw, ac mae hi holl ei hun o'r gallu hael. Bydd yn edrych o'r mêl, ac mae hwnnw am wnaeth gyda'r trafwy'r trafwy yn gallu'n dyn nhw o'r gallu'n gweithio fynd i dyn nhw o'r gallu'n gweithio'r trafwy am y gallu'n gweithio'n gweithio'r craff. Felly mae'n gwybod i ddim yn ddigon nhw i'n oedderu i chym nucleus a'r i'r lleoli ychydig. Rydw i'n ei wneud am gilydd gennym. Rydw i'n adnodig yw'r lleoli'r lleoli sefrielt o'i sgrindadu cyfletihau gan hynny. Mae'r lluniau'r lleoli'r lleoli'r lleoli erocrafer itfolo'r lleoli'r lleoli'r lleoli'r lleoli'r lleoli'r lleoli, erocrafer itfolo'r lleoli'r lleoli',r lleoli fai mewn Mae'r grwnt y tîcher mewn達isio ieldo. Mae'r exeisyf dweud yn Caillans, a wychydlu bod ddweud yn 600 rwcien arall, yn erbyn iawn ddweud ac yn ymwneud, ac mae'n cael hollwch gyda'i wneud o'r oed striking a leidio. Mae'r hollwch gyda'u wneud o'r hollwch gyda'u grwng. Mae'r hollwch gyda'u wneud o'r hollwch gyda'u wneud o'r hollwch gyda'u bar iddynt. Rydyn ni'n sio bobl yn ei gael sitesodol, fel i'w gael kidsnareau unigol, i gael kaid i wneud am gyng flu i gyngorog i gael nu y byd arall. Rydyn ni'n pwysig i gael gennymu hwn ar ar hwn y blaenau gyffredinol i gyngorog i gael gyngorog i gyngorog i gael ei wneud am gyngorog i gael iawn i gael, i gael newidig, Yng nghymru, mae'n wneud iverdu'r thysg, ac mae'n hitw i bwysig i'r GCC. Yn gennymau i'w ddafodd tornau têtrion galag, mae nhw ei ddweud i gael i ymddianwch fyddi o hyn y byd. Mae'n ibanc oherwydd heddiw iawn i ymddianwch, a'r cydwch i'r lle ryngwyr, ac ar gyflwyn y ffordd o'i llyfr yng nghymru, ac yn y lemun y gallai ymddianwch ymddianwch ei ddweud i gael i gyfyrdd ymddianwch yn fwrdd y cei yn fy modd. That person only loves Gaelic, and is available to all. George F1nnelde, Gordon Macdonald. Rhymwehrnau yn gyda i'r ffacul y mitt dweud rwy'n en feminist dda ni yn ddaraf PEW Rhainyd i'r ddalig r具if llogion Polskiol. Rhainyd di'r ffacul I右, mae gennym ni'n niw wneud ddegadu i Gaelic mediwysucau a 4,600 primary pupils in the Gaelic learning classes. With more children leaving primary school with Gaelic, how will they be able to maintain their education in that medium if the bill does not cover secondary schools? Nid o bill yn y gwneud ffemio ar gyfer gyllid y Gaelic ym Mwy oesol, ac yn y mae'r Llywodraeth a Gaelic ym Mwy oesol. Felly, mae'n gaelig eich scolarych. Fe'i gwybod, mae'n i'n gwybod i'r gaelig yn bwysigol, i ffemio i'r ddwg, i'n gweithio i'r lleidol. Felly, mae'n i'n gweithio i gaelig eich hoffi ac mae'n i'n gweithio i'r lleidol. maes i gyd y cael cyntaf. Mae ydych chi fydda'r sinwau yng Nghymru i'n datblygu'r perthioedd sydd ar gyfer iawn. Fyddai ei ddweud y fawr, ac mae'r fod eich ddweud ar y cyfrifathau ar gyfer iawn. Erbyn yn budget bwysig, mae'r bwysig wedi gwneud o ddodod, ac mae'r ddoddod trwyddon yn cynnig harwch iawn. Ond mae'r ddoddod o'r ddod o'r ddod o'r ddod. Mae nôr sydd byw wneud yw ffilm tolion y PlayStation Ng.G.M.D yn hoa fasgwynt yn yw Llyfrman... ..a lot i ffaur Unisgr, mîl y bydd o'r gael. 10.500 pupil會er yn pozio gyntafol y Gymraeg. Doedd dim ond i gael i chi ystod i ffarsgwch 3000. ddiwyledd yn rotating ar y Goethe Bro시다? Felly, mae o Inspector Postig synergazol yn ddechrau allan pryw da, a odd beth ac yn yr ad medio ni weithio yn ei fyddo yn swghol. a chi'n ffordd i'r byw, wrth iddyn nhw'n ffordd i'r byw. Rwy'n ei ddweud, mae'r hwn yn credu'r cyntafol i ddechrau. A'r gynnyddio'n gwybod y chwyloedd o'r rhan am gyflawn ar hyn o'r rhwng. Rwyf yn credu o'r rhan o'r rhwng. Rwyf yn credu'r rhwng o'r rhwng o'r rhwng o'r rhwng o'r rhwng o'r rhwng o'r rhwng a'r rhwng o'r rhwng o'r rhwng o'r rhwng o'r rhwng. erbyn i ysgol gymwysgol ein bod yn diolch yn ysgol yma i bod hynny ddim yma. Mae hynny'n edrydu argrifennegolol, a'r rhwnguno'n rhai amser pwynt gwrsachol yn ystod o'r ymgyrch. Mae'r rhwng nutrition yn ystod o'r ymgyrch. Mae'n fawr i chi, os yw'r ysgol i'r rhwng judgedd wrth o ychydig o'r ymgyrch. Mae'n trefio gydig a'i'r rhwng yn mynd i ddim yn ystod o'i iddynt. Mae'n rhai oedd y'r rhaid i chi. Mae'r cyddiw yn amlwg at ysgol fel yng Ngagalic. Mae'r efallai'r fawr yn sylent yn Ngagalic, ac mae'n sy'n ddorwch yn y targat yna. Felly mae'r flwyddyn gael yng Ngagalic yn rhaid i gael yng Ngagalic. Felly mae'n targat yna, gyda'r eildod ysgol yng Ngagalic yn y gynach hwnnw y swwy, ac mae'n gallu ddod o'r tyfn i'n cwmysig yng Ngagalic i ddyn nhw'n nôl, ac mae'n ddaf i'n ysgol hwnnw, ac mae'n ddod o'r tyfn i'n cwmysig yng Ngagalic yn y targat yna, a'i'r enllun i'r Ó˝i economa, terfynill 딱 Aberlifordd, Rathrydie Rymd, gelgyng fought o Gymru blaenffro ei dddau amserol. Felly mae'n ar ddaf ich iawn i gymrydd cyflwyntrefn taith iawn, designer, eu thymog. Mae'n rhaid i gael tai oil uh 201, Nad yw'r prosiectol yn gyllideb yn hysbellol cymddiadau hwn o'r iawn eich fan. Mae'r prosiectol yn hysbellol gyda'u newid, yn ymddi'i hwn i'r bobl. Anesthero'r ffarn i'u hwn o'r hoffiar a'i eich ffordd o ran cefnidig iawn ymddi'i ymddi o ran ffarn i'r hoffiar. Os ond yw'r gweld y tèl i cyrraedd yn hwn o'r hoffiar ac isu ar arlosoedd y popol o beth sy'n gyllid i'r hwn o'r hoffiad i'r golygu. Fel fyddai i goll Computing, maeín gael i ddarladau yng Nghymru â'r seyddiol iawn. A i ddim yn ei wneud, mae yn amwes iawn y gallai gallu gaelu. Mae'r byw i sicrhau cyntafol iawn, mae'n ffordd, mae'n gweld eich gael, i ddefnyddio eich gael, a'r cas為. A i ddialog mewn iawn i ddialogau, mae'n ffordd, fydde i'r gael. Rwy'n ffordd i ddialogiaethau i ddialogiaethau i ddialogiaethau i ddialogiaethau i ddialogiaethau i vinwch i gyda gyda hwn ni, ac mae'r amgueddion er mwyn oherwydd i'w glens o'r byd er mwyn oherwydd i'w glens o'r lleion i'w grunio i'w glens o'r glens i'w grunio i'w glens o'r lleion i'w grunio i'w glens o'rwympod gyda'i bod y lleion yn dweud i fynd ythsyl wrth edrych chi gyda un oherwydd i gygiw ym 11 oest ar y maen wneud a'r maen i gyddon ym 11 oes yn ym 11 oes, mae hwn yn lleion yn amgueddio i'w glens o'r Friendship readers. 273 S1 learners, 122 S1 learners, byddai usyfonau llif tri yn gyaçõeswyddol nifis allwch gyr debates. Yn gael, teimlo faint Oherwydd Doing that across Scotland there is 11,500 pupils that have some form of education in Gaelic. How could you do it on a practical basis, given that the numbers are still pretty small, even in the Highland region they are still pretty small? Mae'r gwrs diogelwch a leolwch yn y maes yn y sgol y plydd yn eich aheadtr所有d. Mae'r ddim yn ei sgol yn eiMAe'n bias arall, yn 티o! Oer mae'n ddwygo iawn i'r wathgrifennu, mae'n bwado i hawddwch chi'n gweithio a chrywgau'r dddorog mewn llwyngod nesafol yn y llywodau, ac mae'n mwy oedd i hun i ffawr.endaeth am gofynau i gaelion eu siaradau i gaelκail, gofyn, mewn gwir de Ch EQ i gaelachau, i gael a chrywgai a chrywgai i gaelwch chi. Mae'n ei fawr i gaelwch chi ychwanegu yn y gaelwch chi'n i gaelwch chi eisio i gaelwch chi'n i gaelwch chi eisio i gaelwch chi eisio i gaelwch chi. at'r d rougell maen nhw'n rhoi'n angen i'r eich lleolid ar y gyfer ymddangos sydd o'r grwm sgol. Mae'r sgol yw'n rhoi'n sgol. Rwy'n pan fyddai ei ch marking ni chi'n meddwl i gynnig i'r eraill, ac yn cael ei chmawr i'r byw i fawr i'r grwm sgol, ond mae'n angen i'r eich lleolid yn hyn o'r rhaid i'r meddwl i'r creu rhagor. Rwy'n meddwl i'r prifREg i gynnig i'r mewn ydyddwyr, ac yn cael ei chmawr i'r yn oed rihag o'r stiflwn o'r llwch genso swyddiad, mae'n hynny'n fwrdd i wneud y rostru ddeifydd gan Lleunos yn datblygu. Felly mae'r ffilm sy'n amser, yn ni i'n ysgol yn traethu hanes o ddweud y gallu'r grwp i amre desiredau yn Lleunos. I agree that there are difficulties in substantial difficulties. I agree that there are difficulties in substantial difficulties. I think it's a much more creative way in our just following what happens in the English speaking system. That's a couple of things in particular. I support that. I've been doing research. I wanted to have a plan together, a plan together in a school programme. A scholarship, a teacher and a scholarship of the Congress for which I am in charge. It's coming together, in terms of working with the government and how technology is to be used for drug mitigation to be delivered in some ways. byw'r cyflachau i'r cyflachau'u systemtechno wysos yn gwlasif yn lulio cymdeittr, a ysdo o eisiau myth i'r tro wysos o'n argynchol nad ydych ar gyflachau. A yna fyddai'r cyflachau i'r cyflachau i'r cyflachau i'r cyflachau i'r cyflachau, ac mae'n mynd i ni yn oes yn ielio, ac mae'n ni yn ielio ychydig yn sefyddo i fy nghymru o fewn llawer o ychydig i'r cyflachau i'r cyflachau i'r cyflachau i'r cyflachau ac oes eu cyhoeddydEE angylcheddur yn aryll весь yngBoxad mantes a mawr gyflymdedd a gennych ei fod yn se分, ac roedd eich bod nhw hwn yn i ni unrhyw gwasg fel cans na synner-ynghyste Culture i ni'r gychwyn eu cefnazol ac i hefyd i mendigrŵs sydd wedi eu rheol. Mae hwn yn gwarn ihael eff 여자ol eich bod nhw éch aw Gespr�r i rai fresholdd TOG——sriffn yn iflifat ph monument, sydd eisiau hwnnw rhaid i gael wneud y presby смотрите disfnid yingsgrifi nosiwn maen nhw'i llawer yn trio iddyntawu ei d arising. Y rhiwch yn hyn yn gallu hallu yawn f Frankly Nheith c â'r teams lluniau, at y ungharful ownspeilol, rhywun commu mirade ar hwnnw, darlai hyd yn m inferio iddyn nhw'n g происходит y cadfriaeth am gade fally na bheiciallyni een na yn mynd ar edges, ag wynau mewn fel gwneud i gael chi i gael, mae Mathew Grwysig yn dweud i gael i ystod i gael i gael eich ymddgener a oes yn mynd i gael i os y wahanol i gael iawn, neu i gael i gael i gael i'r bwysigedd ariedd i groesol gyfnod o gael, a oes gennym ni'n ddod yn gael i gael i'r ddemi, yn etymu ffordd bob eich jwg, wedi gyfrifio'n gynnal cael ei gael i gael i gael i'r gael i gael i'r buawaylanol. O'r fryw, megiddych chi i gael i'r teulu cyforthoedd mewn ymddomer, a iddo i'r newid new campus, which will have state-of-the-art technology and making the best use of that, so that we can get as many learning experiences for young people as possible, particularly in the area of Gaelic. Earlier on Ian, you talked about early years and how it was important to foundation for primary schools. Is there any indication of what the likely levels of demand for Gaelic medium education in early learning and childcare and what would local authorities have sufficient resources to provide it with local authorities? Have those resources? Across previous years, it's been a great demand for children coming into the early years. 70% of the moment, in that area, there is great demand coming in. Opportunities and provision is tight. If parents see an opportunity for early years, we have to try and provide that, so that these children are eventually going to primary schools. We have to get specific support in early years and provision to be extended and developed for parents. There is a responsibility on local authorities to support that area. There shouldn't be any difference between Gaelic and English in terms of provision, but I think more and more tomorrow will come and ask this girl to deliver strength and up to high school level. I think we have to look at where we are going to make provision available so that the preschool sector is strengthened. That is where things begin and encouragement is available for parents and children's learning starts. A lot of us needs to be done and I'm sure there will be a greater demand once the school takes effect. We have to be prepared to deliver these provisions. All the corners ask the Gaelic Markman for the specific responsibility at the schools for the preschool sector. We have nearly 30 playgroups in Highland. There are various provision in Gaelic from 0 to 3. That is for youngsters in nursery, we have nearly 300. That is the spread between secondary schools and nursery schools. Feeding in to Gaelic medium primary schools. We know what's the level of provision coming in to be primary one and what needs to be provided for the school. Every year a director sends out a letter to all parents in Highland who have a P1 going in to primary one for them to be in the Gaelic. If there's an opportunity for the local schools to be in the Gaelic medium, then they have that opportunity to choose GME and P1 and then we'll look at how that feeds into primary seven and eventually high school. At the early years level we have plans for that sector feeding into primary. Early years is extremely important for parents so that there are links from one sector to the next. For the early years level to be strengthened and developed, that is of keen interest to parents so that they have sufficient information and understanding about what that means to go into Gaelic education at the level of zero to three. It's very important that they see the next step leading into primary. In answer to your question particularly about resourcing, we would certainly have resources and what the bill does give us is a clear mandate for pushing ahead with promotion because at the moment we have resources but we want to build up the promotion to populate our earlier establishments from primary schools and then see that feeding through into secondary. Liam, do you have a supplementary? Just on the secondary provision, I mean everybody quite understandably talked about how you build up the kind of pipeline of demand through the primary and I suppose early years as well. But it was interested in the secondary provision inevitably as a concentration you go from more primary schools to a fewer number of secondary schools. I mean it's the experience in Highland for example that that has then resulted in the council concentrating investment on the secondary provision in a number of the key areas. I think that you referred to investment in Fort William and in Burness in Portree, I think that that has tain as well. I'm not quite sure whether that was primary or secondary, a combination of both, but it strikes me that Thurzo and Wick aren't mentioned as part of that and intuitively you would expect the investment to go into those areas you mentioned. Has that been the approach of the council to focus the investment in secondary provision in terms of what's available in Gaelic medium in those areas of strength and numbers? 21 primary schools, 22 high schools, and that fits into 60 high schools. High schools are the ones that are focused on primary school and Fort William, and they're going to be in Portree, and they're going to be in the United States, and the United States is going to be in the United States, and it's going to be in the Maen nhw'r treig o chyfnod mewn Llywodraeth. A chym ni'n leirio gfeil o'r trwy mynd a gallag python in the National Football Club. Llywodraeth ffacol yn y Llywodraeth i'r ffacol erbyn mewn hefyd. Felly, yn ei ffordd' i staffeliu'r hunach fod ysgol ynddo, gan yw'r rwyf yn ei wneud o'r argyfrifoedd. Felly, ydw i'n ei ffordd i'r wneud o'r rôl cyrraff sy'n gyffredinol o'r hollau'r hyn. Y dyfodol yng Nghymru wedi ein bod yn ei ffacol yn y dweud. Gaelㅀ뢴iff tip sefyddo nhw, ti'r ostrun mwy o'r ffi o'n ddysgu'r agl적으로weith News o beardi i fynd yn app Entonces, r Schutz i'r ysgrffu Index ond yn hyd y byd leiaf i, gallu bosbl yn hanbyrddo mor bynnag o blaesr? Rwy'n windows yn yr orφa o Vegardian gen nhw neid yw d scanned yw i ni wedi eto ar y syniad, yn felly yn Riverbank. Felly mae hi arall o'r ararl지�. Felly mae hi arall o'r ararligs ar y syniad, ac mae diolch, nid oherwydd rwy'r niad, ac mae holl yn dda i ei fawr i ddech chi gydaeon o os yw atlugus. Felly mae hi arall o'r rhaid iddo i'r rhaid o'r ararligs ac mae holl wedi tuio i ddechrau ochr sy'n holl fod i'r rhaid i'r thrym, gyda chi i cael ei bod yn enavech, i'n meddwl i'r gaelio arfer unrhyw, a'u dylai i'r llai of하면 studios that of the future life of prospects that they're going to have once they leave school. That's what we're focusing on. Thanks, Chris Wharton. Max Namae. We have a few questions about the assessment process and, firstly, the consultation. The Scotland and NPFS. There have been a number of submissions that have questioned that list of consultees, whether that list should cover those organisations and whether some should be removed and some should be added to ask members' views on whether the list of statutory consultees is sufficient or any changes they would suggest? Yn y ffordd, byddwn yn bwysig i chwilio cychwyn i ddych chi'n i mwyn i Gwyrddon. Mae'r llei gyda'r ddgylch yn y tro lle iawn ar ddod o gael y methu. Rwy denu'n rhoi i gyda'r hynny, mae'n rhaid i'r ddaf yn ei ddod, oherwydd mae'n rhaid i'r ddod i'r ddod i'r ddod. Mae'n ddod i'r ddod i'r ddod i'r ddod i'r ddod i'r ddod i'r ddod, oherwydd Ie ddweud o'r fwy o'r fwy oedd yn cael ei wneud i'r cwmwy oeddiol, ac mae'r cyffredinol yn ymgyrch o'r cyffredinol yn y lleol. Yr eich rhan o'r fwy oeddiol yn ychwanegol, yw chi'n credu'n ei ddweud i'r cyffredinol. Rwy'n credu'n ei ddweud i'n credu i'r cyffredinol i'r cyffredinol i'r cyffredinol i'r cyffredinol. Felly, we will continue to do that in connection with Gallic Education. We have various established committees for dealing with education at various levels, and we will continue our consultation with Highland Council and other councils and organisations. Generally, we don't have a hard task to you about who the consultee should be. Mae rhywun yn gwneud fath a F tricked byddwyr y fath緊 o gwylio i ddoeith yn gyflolled agddybr â'i sw最近. Dwi ddim gwyloi i ysgwyd��ol gwir eich ddwyg Ewreuryd Prydiawr. mae'r fath sefydlu fath Cymreidd... ..gylwyd edrych yn Eisteddon ichi ateblygiad neededd. Mae oedd eich cymnode anhym yn ei darparu heloedd ar gyfer하죠ch includeg neu gwylio. gafoddw siteification is applicable for PIAW Unfortunately, we are having a improvisation See we don't have any further views on that process y z fighters local authority wouldn't have any view's differing from those Alwade gross express by Highland Okay, thanks for that just to ask as well whether members feel that assessment process is clear or needs to be simplified again I laps pickain views Imagination, sowar is a serious process and I was happy to come back to the pandemic. The local authorities found that the assessment was complex. Could you be more simplified to ask a view on that? Sorry for asking about that. They tried to look through some of the idea, but being الطreolaidd. Mae gennym nhw i amser. Daeth mae'n chweil gan gwarth arfer fel y ddweud. Mae gennym nhw i amser arddangos amser. Mae gennym nhw i amser ac yn gynyddu i gael gwyfodraeth ac yn gwyfodraeth. Mae gennym nhw i amser a ichi gael a quiwch wrw i arfer. Mae gennym nhw i arfer, a chwi'n gwneud eich gweld gyda dri. a ddysbwys i'w cwrdd i chi'n gwrthlessu'ch oeddbarth i ynw'r broses ddegal i'r hwn beth o fyrdd oedd ysgrifion a pharnt. Mae'n rwy'n fwy o hetau dyma i fyrdd o fynd. Yn gweithio eich dal, mae'r fyrdd yn selyd, mae'n gweithio eu mae'n gweithio eu rhwgio. Mweld rydw i chi'n fyrdd yn y crossing ar awr, ma'r ddrygiadau ac mae'r rhwng. mae oes cymdeithasol i'n argyffredinol y byd, mae yw'r drefn amdano i unrhyw ffroz yw hanfyddi, mae oes y ffroes cyllid yma i cei nhw'n lyth i dnow a chyflol chi dwi'n ymgrifft. Roes i'n ymgrifft, maen nhw'n ei ddefnyddio am y oesol mewn cyfion, mae'n diyodds o'r hord a chyfion o'r ffroz honno am ffroz, mae'r celt yn bryd. at the various steps and levels for this assessment. A pharysie assessment process is concerned with the three main specials, which I'm looking to start with, but it's meant to discuss with you about this, make sure that you're Sefydli hein ffoheron y sech, cais pwynt gen i IDKL Mais N, Cahari N, a beth sy'n gysylltu'r swllfynatio'ch holl trwy'r rôl sy'n rhaid i'w sech, na chyletu'r gyda fydd i'r grech gyda'r llysgawd, sy'n cael ei wneud o'r statych wedi'r froes ysmargybiw. Cahari pwynt ffoheron e'ch N anhaen nhw. Mae'r rôl yma'r haf, a ffórwm trwy'r gael gyda'ch gallu gyda hwllach yn cael eu Ffosigol. Felly i'n gael ageduaethio i wneud o'r ffrindiol wedi ffin o'r ddweud o'r Ffosigol. Mae'r ffrindio, dwi'n gofyn, yn oed i ddod y hwn o'r rhannu ffordd o ffrindio arfod o'r ddyliad. Fe'n gwyllgor, oedau'r ddefnyddio i nhw i fynd i ddeniol. Felly i'n gael gyda'r wneud o'r dddeuigol i ysgol, oedau'r ddylch. Fel ar αni, yn dod, oedd yn ateb i dynnu'r yn eu chydduriadau i'r gaelig iawn i greu y holliadau sydd gennym i'r ddweud. Mae'r ddweud yn diolch i'r rhaid i'r ddaf yn ei ddeudio'r ddweud, a'i ddullun o'r cyffrwys yr hyn o'r methu ychydig yn eto sydd i'r drosbwyll, a cael bod ddweud yn ddweud eich cyffrwys yn naelfod i'r ddweud. Mae'r ddweud yn newid i'r ddweud ond arall y pryd yn gariad'. Roeddech chi'n tir iddyn nhw meddwl, Could you say it a must be simple? президent yn gallu ei fod yn borders? A fits roff e ieddo yn cael ei syml iawn i hynny ei functionen? Felly, mae'r iechyd yr felon o� pa retu wedi'i cynnig都有 mawr i'r Bran coch o'r s metre Mi im!) A Fu dr am i'n teimlo'n rhoi yn y ffaisaeth. Wedi'u sig i Chine sigh iddyn fort o wel invitefio cerlyno'n ei amseroson mae'n ddr unrhyw. Mae gyda'r byw ar y syniad bír proses arall, hefyd, a hynny ei can concludes Mae rhai ofer i gynllunio i ryeolledd o ran o gael i'r proses y Rathlwm Ddiolch yn hynny. Rathlwm ni'n gofio, mae'n cymryddiant y ddylai, a'r proses yng Nghaerfflwch yn Fwylgu. Isaac Gwynnwys, mae'r proses yng Nghaerfflwch, yn ddweud eich rhaid i'r proses yng Nghaerfflwch. Mae'r proses yn mynd i'r reall, ond mae o bobl yn reall, yn ddefnyddio i'r proses dechreu i'r proses. Mae'r proses ynghy asegur i'r proses yng nghaerfflwch oedd yn gyfryddiant, byddai chi'n ddigonwyr i bobl. Kenny Goubeidd ynordeisi agesgwyrsal. Rydyn ni'n myth gwybarth yr dybe iflowing Dynastyg, Ond, i'n ysgolwg gilydd, y se Didn Tso fydd yn cyffredinol i'r eistedd iawn dweud o beth o gyfrifatweith permeniw. Mae fydd yn ei gweld ei ddwynt yn fawr. Mae mae'r eistedd iawn i'w ddweud i'w ddweud ei wneud y proses cyd. Mae gweithiwll yr ysgolwg yn unig, ddim mae'n cael ei ddeilog. Yn gyf Mulwyr, mae'r ffysel yn ymgyngefn. Mae'r ffysel yn cwtw. Mae'n ganwch ar bod yn fawr ddflwyntau. Mae'r cwg rydw i sylfaenol. Mae'r cwg rydw i wneud i'r ffaith yr hyn. Mae'r ffaith aeth iddyn nhw i ddim yn dweud yr holl�ch. Mae'r hollwch ar hynny ar gwrthfyrdd o'r ddflwyntau. A'i beth ydy nesaf i morlygu hynny i ddim yn dweud am ddefnyntau swyddfaenol yn amlwydiad yn dweud ond wrth sydd yn dydd. Maen nhw'n cael i'r holl i ddechrau i gwael gael gael gael gael medu meddwl am ddonell y maen nhw'n gweithio i gweithio The threshold is five pupils. We have had submissions that said that it is too high, submissions that said that it is too low, submissions that said that it should be flexible and submissions that said that it should be based on a percentage rather than an actual number. That leaves us in some difficulty about what to make of the thresholds. To what extent there should be a flexible approach that has been suggested in some submissions and whether you agree with that, or whether you believe that any kind of flexibility effectively undermines the idea of a threshold in the first place? Am yswn i gael y bryhaid ychydig o ddraes gylchwch chi yw'r cyddiol, ac am yswn i gweithio chi'n ddw'w'n bwtylach cyfeas y ffrosec yn rhywb am y gradau iawn, a pharae i'r canmarysion plaid cymae i'r iawn sydd wedi gydig i ddweithio chi'n ddweithio chi'n ddweithio chi'n ddweithio chi'n ddweithio chi'n ddweithio chi'n ddweithio chi'n ddweithio chi'n ddweithio ti i naw, a sicrhau remain gydbit cywydda Llywodraeth ar y publish yn oeith yn tredu bla� graen at ddiwrddol click s asteroid yn y tredu, ac yn atfyniad ychydig, a chweison ar y flôn syni speidio, ac a hwn dwych hyn yn y reylehol i'ch gwneud hefyd gael hoedd ynes corell Agor. Fi am wahonul gyfer lleidau a heli戰 a llove wneud eu ac cael eu ffordd boeddio. A dwi nes i chi, mawn bleน iawn, cael ychnamonau gwir Maen nhw'n ddim i'r môr yno i ddweud cael eu ddechrau'n ddadgor yw ddechrau'r busg. Shrems John, mae'r uchyn nhw wedi'u cyfnod i'r wyfan? Da, mae'n ddechrau'n ddeterminio'r roi'r prif wedi'u cyd- próprio yng Nghymru—y dyma'r ydyn nhw wedi'i cyd- rhaeg pwysig, hynny, neu yw eu rai oes i ganddadol. Mae'r gwrtiau yn hyn oedd maen nhw'n reisin i gyllникиllio ar arbu sydd wedi gair'r fel rhywbeth, iddyn nhw'n fydd yn y fachafodol, i ffiannegolol i fynd i gael i gael i ei ffiannedd. Fodol ym Mactronau Llywodraeth wedi'i gofod pan oedd yn ceiadau gyrfa am y torllog rydyn ni, bobi, mae'n gyd, trafodaethu chi fel Cws fel gweithgiadon mai bod yn rwy'n dweud o'n rhaid i gynnig o'r sgolio'r sgolio'r swyddi. Mae'r du yn dwylo'r hunadau gynnalwadau a'r hyn o'r rhaid i gynnig oherwydd yn ein gwrs o'n ddynidiant. Mae'n ddymau, mae'n ganon cymdeinidio sy'n mynd i'r dynnu gweld ar y Cymru. Mae'n ddynnu cymdwin oherwydd o'n gyfrifasio eitem byddai'r newydd o ran rhai o'r rhai o'r dynnu a'r cyfrifasio oherwydd o rhaid i gynnig oherwydd o'r ddynnu a'r Hefyd ydw i na i'w ddais i'r ysgrifennu gael i'w fod iawn a hefyd i'w ddais i'w ddais, i'w ddis intelliwyr a a zaeddeutu i'w ddau os oed mewn beth. Mae'r dda i'n gwneud i'w ddau i Gael a phall o boeas, yn ei gwybod, yn ei wneud o ffodol, I notice in the Barnagallic response in paragraph 8.2 that highlighted that significant investment was needed to ensure that the Gallic education was supported and developed. A number of councils in their submissions also highlighted concerns that providing Gallic medium education might divert funds away from other areas of education. Are we interested in what the panel feels about whether the provision of GME is inherently more expensive, or does it just redirect resources that would have gone to that child anyway? Mae rai oedd y ffordd hyn yn cael ei gael o'r ffordd hynny, a ydy'r holl gwrs yn y ffordd hynny. Mae'n gael i'r ddim yn gyffinio hefyd ac efallai eich byddai'n gweithio i'r ddymarferigau yng Nghymru. Mae'n rhaid i gael i'r dweud o'r ffordd hyn bynnag o'r gael i'r dymau'r dymai. Mae'n dweud o'r ffordd hynny o'r dymai o'r dymai i'r dymai i'r dymai o'r dymai o'r dymai o'r hwn. Ryn ni ychydig i dweud y ffrwng trwy gallu ailensio'r ysgwrn yn gennym ni i'r bwyl pob i'w cwmni eich gy Search Service i gylliduaeth widdau'r hunain i gyllidiaethau. Mae wneud oherwydd i gael a'r blwyd ac i'n wedi dod o bwyl i'r fryd i gael ei ddefnyddio highfawr ac i gael ychydig i ddweud ei ddau arnynnau darllen am hynny yn gael eich gyllidiaeth Rwy'n cael ei wneud grei ei rhoi'r cwysgol i'r bobl. Rwy'n cael ei rhanig mae'r cwysgol yn fawr i eu diolch, ac felly mae'r cwysgol yn i'r gwneud. Rwy'n cael ei wneud i'r cwysgol i'r bobl i'r gwneud, ac mae'r cwysgol i'r gwneud i quiw i'r gwneud i chi, yn yr unig sydd gennychoddiol. Yn chi, mae'r cydadan ni ar ffwng. Yr ardesuniau, mae'n rhoi chi'n brin. Of a dann, it was a class, a scol. The first class was called perhaps the Mountable Central, or built in Mount 1997 for a class of 15 years as a nation. It was applied in the first class of the previous race, but at that time children needed to be educated. I was very proud of that. Half of the young thing, so I'm sure that there's a lot of information on why there's been class and what's common and why there's been so much of it. Teachers don't have sufficient accommodation and teachers need more. gyda'r infrastructure sydd wedi bwysig ar gyfer mae'r gweithio ardal oeddi, a mewn y dwybr ffordd. Rydym ni'n cael ei fod o bwysig ar gyfer y cumfroffol yn cael ei fod yn cael ei fod yn cael ei fod yn cael ei ffordd fyddi. Yn rhaid i'r bwysig, chi'n rhaid i'r bwysig ar gyfer ei ffordd gennym iawn, yn cael oeddi that made available by the Government for Garlic? The two types of costs are resources and there are ongoing staffing. For resources we are receiving funding through the Garlic schools capital fund to support our money that is coming together for our new school build. As far as classes are concerned, it has to do with class sizes for my own authority, a small local authority. When we are Felly, dynoddoliad fyddai, fyddai'r parwyr maesig, yn cael ei wneud a'r ffomilaeth a'r prwyledd byddai'r Barnabos. I thysgu iaeth o'rMichael classes i ddarparu gyda'r ymgylch wedi ddigonol ei ddim yn meddwl ar gyfer y mewn teimlo yn Gallach, dydd yn oedden nhw'n rhaid fwyllgor ddim byddai'r hoffi, o braw, ymrwynt o'r enwau, ysgrifenau ymddwys yn ei ddwyd ei cael roi yn cael ei ddweithio ledd yn gwneud vanu yn llunio wrth gwrs. I was interested in East Ayrshire Council's submission where they said that the implementation of the duties outlined in the bill would have an impact both in terms of finance and human resources and would therefore have a consequential impact on the delivery of other educational services. That was on the basis that we would be looking at expanding the number of teachers that we would need to have, and that would be looking much further down the line at the moment that we are in the position that we have got capacity, but taking this bill has been something that is for the future and not just for the next couple of years, obviously, then that was our thinking behind that, that as the promotion developed within local authority we would have more children learning and we would have a bigger staff implication. The financial memorandum states that the additional funding in 2017-18 would be £72,500 rising to £177,500 in 2020-21. Presumably, that is on-going additional funding that will be required in order to bring those duties in through the councils. Other than that, I was going to be asking about the fairly modest assumptions for the establishment of new units. The financial memorandum estimates one new unit every two years. Is that too modest or is it too ambitious? Where does the panel see that? That is difficult to identify. Maes nhw'n gwybys ar y bwyd, maes nhw'n gwybys ar y bwyd, maes nhw'n gwybys ar y bwyd. Mae o'n debyg ar hyn o'r gweld y ffrost o'r ffyllwyr yn y caelwch. Maes nhw'n gwybys ar y bwyd, maes nhw'n gwybys ar y bwyd? That is not successful. Perhaps it will be, but it will be. Mae o'r gweld y f RB yn ydyn o'r cyfrifod i fynd i gyran gwyb Fundament Rai? Mae o'r cyfrifod i'r gweithio rydych chi'n ddefnyddio'r fan o riant. Mae o'n ei ffrost, mae'n ei ddefnyddio'r ddeuw'r hollol ar y dyfyn. Mae o'n ddechu'r bobl sydd ychydig yn y rhaid i gyfrifodol, oherwydd mae o'r bobl yma. Mae yna yn ei ffrost o'r portoedd, mae'n ei rhaid i'r gweithgawdd, mae'n i gyddigio'r gwestiadau, mae'n i gyd yn y llbeithio o'r march. Ie, mae ddim yn ei gweithio'r cyntafol â'r hoffi. Er, mae'n dduch i'r ffordd i gael Gwyddoedd i'r gyfwyrdd, a'r gwrsiau ar gyfer gyfo'r oedd yn rhoi. Rwy'n meddwl. Maen nhw'n mynd i chi'n hwnnw i chi. Rwy'n meddwl. Ychydig o'r hoffi a'n mynd i chi'n wneud i chi'n gweithio. Ychydig o'r hoffi a'n mynd i chi'n gweithio. Ychydig o'r hoffi a'n mynd i chi'n gweithio i chi'n gweithio. Mae o'n gweithio o'r ffordd y Faffrind yn gyllid ddechrau o'r newid yn teimlo. Mae o'n ffordd o'r newid yn deimlo. Mae o'n sefydl o'r newid, o'n ffordd o'r newid yn teimlo. mae'r clasgol fyddwn yn cael ei chymath fyrdi'r hau yn terms fyrdafais yn y creu a chyngmyddiad ei wneud, a chamysgu'n gyda'r gwneustoch ysafiwr y gydych chi'n tyl i yr ydydd ystru aeth i'r syni cyho, mae'n fyddi'r wneud fyddwn yn faddiol, ac mae'n fuddi'n fyddechrau i'r ysafiwr ymlaen i'r ffugio. Mae'n fyddi'n fyddwn yn gwybod ymlaen i'r ffasg na hefyd i'r rastun yma o'r yma. A hynny'n r yn i gael'r ffordd o'r gyllidegol yn ysgolgaleig glas ychydigol a gennym gwir a chlasu'r garu gwleinau i ddweud ar hyn o'r gwylio cymdeithio i'r gwyllgorwyr neu i'ch gennym gwir i'ch gyllidegol sydd y thankiedigol i gael'r gwleinau sydd y clywed i gael i gael am hofforddi latryn, chi ei wneud gyda'r amddangosau wah Michelle i thymian lleol o'r lei. I think that there will be demand if the bill is successful. I don't think that there will be enough to add, convener. Just one last question. We're talking about, according to the financial memorandum, one new unit every two years. Isn't that what we have at the moment? Is that actually an expansion? It is an expansion, but in historical time, with this bill, the additional encouragement that is likely to emerge is going to add to the latent demand that exists. There will be development undoubtedly in addition to what the financial memorandum says. I think that we're back to where we started. Two weeks at the moment, but it needs to be strengthened if there's going to be advancement. Two members, Mary and Liam, who want to come in, could have quick questions and short answers as well, please. We're running out of time. It was just on that point in the financial memorandum paragraph 421 that Colin Beattie has just mentioned. I noticed all the panel members, convener, have talked about an increase in demand, but in actual fact the bill, there is no expectation that there will be a high number of parental requests, and Colin just mentioned one parental request over a two-year period. I'm just wondering that are your expectations the same as the expectations in paragraph 41 on the financial memorandum? Dwyli, dda'u pleb niach gyda'n gwneud. Ffemishyn cyfnogiwch chi'r asio ac i'w rydus i'r son rwy'n i'w'r gaelic. Ffemishyn cyfnogiwch chi'r gaelic i'r aherfyn i'w neumot o'ch sgolfa, i'r aherfyn i'w gaelic i'r aherfyn, yn gwbeithio admire dyna'n gweld gyntius yn douprwf kyna Plan on Dxelodol. Roedd arwaith arwain ni'r clrwp ynglyn â ei ffeisio i annibod a'i un tekiad dough i'r sgolfa arlleyndd gyflwr. servants pall 계속 kur Mechanic is Going to és na greu'r chaes mae'n gaelic fretch. Fel gweld gan maen nhw,� aneu ein pryd gan gyflwr o wneud yn llunio, New professions must also see in the world and never stock in the world, but if you think it's like a picture or a joll of the future... Perhaps we can see a different picture? Yn draws y hyn ac oes here at the moment... At the moment... ...y a알, 600. ...is 100. As for the minister's name, he'll make it with us that... Last year. he'll make it with us in the future. Fe yna'r rhwng yn ychopiaid ei wneud i erioeddiadau cyffrawnig, a'i ti'n ffordd cyfaint ar gyfer 40 per cent i'r cyllideb yn pernigol mewn geirio ar gyfer 7,4 i bod weithio ychwanegi sydd yn iaith ynghylch yn ceisio â ddeu�d, nad yw fod y gallu sy'n gofyn yw'i erioeddiadau. Fe yna'r rhywbeth ar y mewn cyffracell, nhw. Rhyw bryd i'r adegau am yr olygu ar y cyfrnogiol ynglyn â'r rhwng ymddangod o bot yn y dreifiau torqueferen ynglyn yn rhoi'r cylliw datblyg. Maen nhw'r bobl eich cynllunau hyd yn ffordd lleiwnyddol oedda'r proses yn y galux. Mae adrodd informatio mewn ddoch chi. Mae'r ddigon iawn yn gweithio ar y dd Sarasgwrth. Felly nifer drwy angen i'n ddifisiadau eich ddimentech. Rwy'n amgrifenni eich ddifisiadau? Rwy'n amgrifenni eich ddifisiadau i ddigon iawn. Rwy'n credu i chi'n trwyd yn ymgynnu fath o bêfferdid eich gwaeniff. that derived from bilingualism, but Roy Murie talked about the cost being around upfront capital costs, and yet in the written submission from the Highland Council it states, we would also anticipate additional staff training and development costs to maintain knowledge and expertise in related continuous lifelong professional learning. It also then goes on to say another area where significant costs could be incurred is in pupil transportation followed it, and then it talks about the impact this has on additional funding support requirements elsewhere in terms of educational provision. I think it will be fair to say they are not simply the upfront capital costs, there are other costs that the use a councillor have identified and whether or not, due to currencyette, you assessed those costs to be worth bearing over the piece. Nevertheless, the picture looks slightly different from what you have expressed this morning. Mae'r adegwm yn cael cael cwscan, gyda'r cwtremol gan chi i chiwch ar gwasgysiwn elu. Mae eich bod eich werth yng nghylch yn ei bwysig, mae'n bwysig ar gwasgysiwn elu, ac eich cwsco'ch gwasgysiwn cwng al. Maen nhw'n gyffredd ysgirio am ddiwylliant gyda'r adegwm ac eich cwscysiwn elu, y ffeimloch yn heilol, i eich ffarwch, i swyddiadau, i ddaig. yr adORTERs a chyfnodd gyda gael ei ffordd ar y cwymidio ymddangos y ysgol. Dyna hwn i'n ei ddweud yn cwmno, ac oedden nhw'n ddim yn gwneud o bryd. Ond mae'n ffordd i ddweud o bryd, ac oedden nhw wedi'u ddweud yn gyfrifio'r rhai cyfaning. Ond oedden nhw'n wneud o bryd y bryd. Ond oedden nhw'n ddweud yn cyrfer nad oedd o ffinyddiaeth o'r gwneud o bryd amltrynt. Y mae ni wedi bod bod gennym ni'r gallu'n gallu ddodol yn ddoch chi'n ddodol, ac yn ddodol, yn ddodol, yn ddodol neu ddodol, yn ddodol. Maen nhw'n gynyddiant ar gyfer yr ysbyg deilio yng nghymru sydd wedi ganiau ni ar gyfer y ddodol, ac dy'n 서ud mewn bêl o'r iawn yn ei ddodol, ac mae'n ei ddodol wych. Mae'n ddodol sy'n gych chi'n r buscaeth i hyn, ac mae'n aggressive, mae'n ddodol Os ydych yn ei seef gan gyda'r cyffredin gan y Llywodraeth Cymru, y cyntaf ar gyfer gyntaf, a oedd angen mwy o gafodd cyllideb yn arweinyddiaeth. Felly, ychydig yn arweinyddio ffas y Mreadd iawn o'r cyfrwyng y Llywodraeth a'u'u We know from the submission that the Scottish Schools Act 2000 provided local authorities with guidance, as to how they could promote the end of the year. That was 2000. The Government said that it was not here to the guidance issued. pre-school primary and secondary, but you are concerned that local authorities are not here to the guidance issued. Presumably, there was no marketing or promotion of that at the time, was there? He is going to be feeding out on this process. It is true to say that at the time, 2000, the public authorities do not exist within the garlic plans, so a lot of current on the use of the plan and it is because it can be monitored at a local level. But there's an issue of views going to what organisation is going to monitor. It's a mixture that marketing i'w ddweud i'r cymdeithasol. I hate the idea that we are going to start setting targets rather than look at the outcomes that we are trying to achieve. On that basis, if I may ask Mr Murray, Kenneth, all education authorities are to promote GME irrespective of whether or not they can only provide it. How do you ensure that promotion follows the promotion and that support is either there ready for the provision or support follows the provision? What kind of marketing is going to make sure that all of those activities follow in an integrated fashion so that we are achieving your objectives? That is the first question. Secondly, you talked about proportionality. Why is it that we are seeing growth in one particular area? I know from contacts in certainly East Ayrshire Council but across the rest of south of Scotland there is no rush to have pupils learn Gaelic. The first question is, how do you ensure that promotion is going to be met by provision and provision will have the desired support? The second question is, why is the difference in proportionality? Why is there no cross communication as to what we are trying to achieve and will the bill achieve that? Maintain y chwil, y tafn yn ffyllwnt yn fien y gallu. Ieith yw'r ddeud o'r ffordd ar ddeud o haith dynnu ffyllwnt yn y ffordd, yn y ddrwsnyddol ar y tafn yn ffyrdd. Y ddod, yn ddrwfion y gallu, mawr, o'r ddegos i bensyn, ac erasonn'u, perad o ffodd. Rwy'n gwyłych gylawnodd. Strw turmoil er syn diffusechuaethll yn mynd… Rwm ffyrdd eiseg i ddoch chi o f Kurzlothach, aur shares explained the biggest threat to theAh va. Mae eich ugrwp yn hytsiwyr bod roedd gennym i ddim yn ysgrifhau drws yn gyfrifiadau dros awgwrs. Mae gennym mewn ymeligol i'r dividef. Mae eich rŵs i ddim yn ei ddarparu yn gyflosio. Dwi'n half ar y ddylch ond ar mewn ysgrifos i ddylch yn ei ddylch ar y ddylch. Mae eich cydwylliant ar bobl 5 i ddylch i ddylch i ddylch i ddylch pwrdd, Ar ddiddorg iddyn nhw fyddwch chi yn gallu amser o'r ddeylu ar ddiwrnod yw ydw i'r rydw i'r rhan nôl a bywch chi ar yr adeg. Roedd rydw i'ch gilydd o'r ddiddorg yw i'r ddiddorg yn ei fforsigigol, bod nhw'n defnyddio Llywodraeth angen, mewn gweld, ac mae'n gael gael aelod gael weithiwr i'rünüidol felly mae'n defnyddio'r achos ei dtwyniadau i ddefnyddio'r hwn, ac rwy'n gweinyddiwch i'r newid yng Ngathlands 308, ioliad ac yn y�an. Fy lwg yn y ffordd i'r newid 3T18 deadline. Felly rydym yn bryd i'ch ddadiadau o ran iawn. Efallai gynlluniaeth iddo sydd i'w ddaleu i'r proses sg ownd, bobl iawn. Efallai eich gwerthu'r cyx ensiad dahlod mewn eich newid y ddaleu i gyd. Efallai mwyaf hynny, mae'n echanol i'ch gael, oherwydd yn digwydd ei fod yn ansiwll. Felly, we are looking to positively move ahead to grow numbers without not wanting to have any care for the governance that was surrounding, not wanting to extend ourselves beyond which we can then commit to provide. I think that we are just now in a situation, as you pointed out, that we do want to grow. Therefore, we are going to promote in a really strong way, grow our Gaelic. We are going to do that through... We were talking about marketing. That's great, but how are you going to promote that? I think that it's already been mentioned this morning about the key aspect of getting to the parents when they've got very children at their youngest ages. So, getting to parents when they're enrolling for early years, I've already heard from Kenny about the way they do that in Highland, a letter directly from the directorate. It's also a way of looking in through the parent and toddler group and getting that family, if you like, family of learning, wider known. Then, looking at electronic wise, looking at refreshing the website, making sure that the website is accessible, making sure that it is attractive and using other aspects of social media. Using schools, they are texting service and making sure that any way that we can get to parents to make sure that they know about the quality service that's available and to get people to sign up for it. Thank you very much. I thank all the panel members for coming along this morning. We are very grateful for you taking the time to come and appear before the committee, particularly on the Gaelic section of the Education of Scotland bill. We will be moving on to a second panel in a moment, but I will suspend the meeting briefly to allow a change over the panel. I welcome our second panel this morning, which will cover provisions on GTCS registration. I welcome Nicola Dudley, Scottish Council of Independent Schools, Rod Grant from the Crifton Hall School, Dr Daniel Hofty, International School of Aberdeen, and Ken Muir from the General Teaching Council for Scotland. Welcome to you all. As with the first panel, we are going to move straight to questions from members, and I am going to start with Siobhan McMahon. I just wanted to start. The process has moved on since when we first looked at the bill, and we are aware that no formal consultation was undertaken on the provisions in advance of the bill. Do you believe that the state of play is to be, firstly, if I can throw that out there? If I could begin. We have begun to look at what is required anyway to widen the registration opportunities for teachers within the General Teaching Council, and a working group has been set up, which has representation from the independent schools, from the grant aided schools, from GTCS, looking at how we might transition into the requirements within the bill for full registration of all who are in those sectors. There is work already underway to look at how we can put in place the measures that are required in order to fulfil the requirements of the bill. We welcome those discussions, which have been very positive to date. The work that still needs to be undertaken is very much in the detail in order to meet the diversity of needs within the sector and to recognise the different recruitment needs and the very individual needs of some of the schools and the staff who are in employment, but also to meet the future recruitment needs of those schools. We are taking into account the diversity in terms of mainstream day and boarding schools, special schools, international schools, specialist schools and some with a very special, unique curriculum like Steiner schools, so it is a diverse sector with diverse needs. What we have done is have someone from the GTC come up and talk to the teachers that we do have registered, talk to them about maintaining the registration, how the new process will work, and are in the process of asking someone to come up to help us with the details that we are most worried about is how do we get people that aren't registered, especially people that we'd like to recruit from overseas. I mean obviously I'm not talking about the entire independent sector, I'm talking about my school and my own recruitment procedures, but we do find it that we get a lot of applications from outside of Scotland's borders and it is an extremely difficult process for any teacher to become GTC registered. So I obviously have a concern about how I now employ someone who comes from England who has to be registered, according to this bill, prior to me appointing. So I'm sure that the GTCs are going to work on that, but that's obviously a major concern for me and also I would highlight, and this has probably not been mentioned very much, that I personally believe that there are industry experts who are perfectly capable of teaching and I would want the freedom to make that choice in my own school. For example, as politicians, you would probably be very comfortable with teaching more than studies, you might, you might well be able to, I would like to be able to make that judgment not necessarily just because you're registered with the GTCs, because for me the GTCs does not necessarily mean a kite mark of quality, it means you're registered. I'm going to assume that many people might agree that there are registered teachers within the GTCs of whom there are many in my own school who may not necessarily be excellent practitioners. That's my point. That's very helpful to set that out, because as I said, because there hasn't been a consultation, we try to keep up to speed with this as well, but my colleagues are probably becoming some of the issues that were discussed there, but I wanted to first talk to Mr Muir, if I could, about what the potential benefits, the specific benefits would be and the improvement to pupils in independent schools. What can they expect to have from the teachers who are registered and to what extent could attainment, because we're talking about that in a separate inquiry, realistically improve with that? One of the things that the Scottish education system prys itself in having is high quality teachers. To suggest that you can bring someone in off the streets to teach youngsters undermines significantly the complexity of teaching as a profession. I think that there's a guarantee, if you like, by having teachers registered for themselves as politicians, for the society as a whole, that the requirement for registration ensures that teachers are first and foremost well trained to deal with that complexity. There is something in the teaching profession about teachers maintaining their professionalism through that registration. I think that for teachers themselves to be registered, there's significant support that's available from GTCS. Teachers who are registered are required to undertake professional update. That's an indication that they take their professionalism seriously, that they're continuing to learn and learn is the complexities of teaching change as society and at large demands, more and more off teachers. Registration gives teachers an opportunity to access the myGTCS system, which provides support, research findings, allows them to log the professional learning, allows them to access professional learning. I think that there are many benefits to individual teachers being registered, but also to society as a whole. As a regulator, there's a degree of reassurance to society at large, individual head teachers, that should anyone be subject to our fitness to teach, there's a guarantee that if they are removed from the register then they are unable to teach in any other part of Scotland or in any other jurisdiction. That's a particularly significant point just now as we are aware of what's happening within a number of schools in Scotland. I think that there are reassurances to individual teachers and benefits to individual teachers being registered. There's a benefit to the professionalism of Scottish teachers as a whole and I think that there's benefits to society as a whole being registered. If I was playing devil's advocate, I would take Mr Grant's point in taking people from different sectors, so we're talking about the wood commission and how we get pupils to think about different career options and different subjects, to take that advanced knowledge from people who have worked in the sector and bring them in. Would that not increase the attainment of certain pupils? It could very well in some occasions. Part of being registered is a requirement that teachers undertake professional update. Every five years they have their professional learning supported by GTCS and others and they have that signed off. If you look at what makes the biggest difference to the outcome for youngsters, it's the fact that they are being given high-quality teaching and professional update is a means by which teachers are encouraged and supported to continue their professional learning throughout their career. It should have an automatic knock-on effect on the quality of the learning that youngsters get. If teachers continue to keep their skills up-to-date, keep their knowledge up-to-date and have that in a sense validated by GTCS, pupils are beneficiaries of that in terms of their outcomes in their learning. I think that we would argue that the professionalism of teachers is of utmost importance to the schools, regardless of whether they are GTCS registered or not. The professionalism of teachers is at the heart of what they do in supporting professional learning. Professional review and development systems have been in place in independent schools before professional update and the good practice in many independent schools has been recognised by GTCS. However, it is not just if they are GTCS registered that they go through these systems and support for professional learning and professional review and development procedures. These systems are open to all staff in schools. I, as continuing professional development co-ordinator at SCIS, see the uptake and the positive response to the professional learning opportunities that we lay on as an example of the support for professional learning. The teachers go through rigorous selection procedures prior to appointment to ensure that they get the best teacher for the job and bear in mind that many of these schools are not just looking at the quality of the teacher but about their commitment to the pastoral care of the support for the pupils, the 24-7 provision in boarding schools and the very individual needs of some pupils in some of those special schools. Professionalism is at the heart of that. They are under scrutiny from Education Scotland, from inspections, care inspectorate, the registrar of independent schools, the parent body themselves and the governors with responsibility for managing the performance of the schools. Whether the teachers are GTCS registered or not, professionalism is taken as a given. I certainly don't see it as an advantage for our pupils. I see it as a disadvantage because it threatens both the good teachers we have right now and the excellent teachers I can hire in the future. I don't see that as being good for pupils. We certainly don't take people off the street. The vast majority of our teachers are certified from wherever they come from. We have professional development. We go through accreditation process, which includes a self-study to point out things for us as a school to work on, as well as the visiting team that comes through that accredited us to give us ideas about what we might work on. Our professional development is aimed at that. The current status is threatening, because you are saying that those teachers are already up to standard, you believe. How would it be threatening? We don't get enough. We have a hard time filling our positions as it is, and certainly it would eliminate the opportunity to hire from overseas to edge the diversity international community to bring into our unique curriculum. Most of our folks have teaching certification, but in a rare case they might not. In those cases you go through evaluation every year. You put them in a mentoring program and we just had someone with a teacher with 28 years experience and 10 years experience as their mentors. I would argue that you can't get much better professional development than a teaching profession. We don't just have them go out there and go it alone. They're experienced and they have expertise in a particular field. They do a fantastic job for our pupils. They've also committed themselves to our school. They've made commitments to live in Scotland and to have the rules changed where they would have to go back to school or give up their jobs. Is it entirely unfair and detrimental to the pupils that we have now because they're excellent? We've read the submissions when you're saying that you couldn't attract people from abroad. Why would that be the case that you couldn't do? Clearly that happens across the world. There are different registers that teachers are on and you have to make requirements. Why would you be unable to recruit and why would people have to give up their job given that there would be a process that would lead into that? You'd have to have a process for them. If we have them already, they're teaching full-time. Their focus should be on their pupils and going through the professional development we have. As far as recruiting from afar, if they have to be registered with GTCS, they're not going to be registered with the GTCS. They at least have to be a process over a couple of years for them to be allowed to get that process done. I would have to, while I'm recruiting them, be able to give them a degree of confidence that their teaching certificate is going to be accepted here. If I can't give that, they're going to take one of the many, many other jobs around the world rather than take the chance on whether they're going to be accepted here. Am I permitted to read something from a member of my staff who have not submitted prior to us? This is a gentleman called Dr Richard Phillips. He wrote this to me yesterday, knowing that I was coming to see you today. It illustrates the points that we are making about the difficulty of being GTCS registered when you've been teaching or your teaching experiences in other countries. In 2012, I moved from Yorkshire to Edinburgh, where my wife had been offered a promotion within the NHS. At that time, I continued to work as a university lecturer at Leeds, but eventually decided to return to school teaching, having previously taught for 10 years and challenging schools in London. I'd also worked for 10 years in the universities of Oxford, Cambridge, Edinburgh and Berkley, California, and was excited to take new knowledge and experience back into the classroom. My first hurdle was to become registered with the GTCS. I had no experience in the Scottish sector and was surprised to discover that my PGCE and 20 years in the education sector did not qualify me to teach science in a Scottish state school. If I were returning to teaching in England or Wales, I would only need to apply to the school in question. However, I had duly examined the 16 webpages on the GTCS website that concerned registration, downloaded and read the 14-page registration form, the 23-page registration and registration form, and so on. The five-page statement of principles and practice for applicants qualified outside of Scotland. I then wrote to the four universities at which I studied in order to copy certificates and exam transcripts and the process of receiving all of the documentation took several weeks. Having what I thought was all the necessary paperwork, I submitted my forms and paid the processing fee of £60. A few days later, I received a letter stating that my application was incomplete because as I had worked for the University of California for two years, I needed an overseas police check. Obviously, I had not registered this when reading the overwhelming documentation. The GTCS letter stated that I had 30 days to get the US police check, otherwise I would lose my processing fee and all of my forms would be destroyed. There was no advice on the letter on how to get a US police check, although I did eventually find a note on the GTCS website directing me to a Canadian visa site, which proved useful. After further research, I worked out that I needed to get my fingerprints taken by the Met Police and pay them £72.50, then complete a form for the FBI and pay $18. The earliest appointment that I could get with the Met was just before the 30-day deadline set by the GTCS. Obviously, the FBI would not be too concerned about my need to submit my police check before the allocated time, so I phoned the GTCS. I explained the situation to the help desk and was met with what I can only describe as rude derision. The basic message was that I had 30 days with no extension and lost my processing fee, regardless of the issue. After putting paperwork together for several months, spending more than £150 on transcripts, processing fees and fingerprints, I was coming to the conclusion that the GTCS was an arcane bureaucratic body that did not care too much for outsiders and was seemingly not interested in recruiting from outside of its limited club, regardless of experience or talent. The fact that there was no flexibility to extend the deadline is nonsense given the circumstances, and I do not think that I have ever dealt with such an intransigent organisation. For newcomers, the Scottish system appears complex and opaque. The GTCS do little to simplify registration and in my experience are certainly not welcoming. Ultimately, I decided not to register. I remain a dedicated and enthusiastic teacher and I am lucky to work in a friendly and inspiring school with children who seem to greatly enjoy physics. My experience with GTCS has not been constructive or pleasant and I remain confused as to what the benefits of joining are. Being a member will not make me a better teacher and a PVG check seems to cover issues of child protection. By the way, this gentleman is a world expert on plate tectonics. Mr Grant, thank you for that. Mr Muir, I think that maybe you want to respond to that. He didn't do, yes. Thank you, convener. I think that it's probably worthwhile pointing out initially that any suggestion that GTCS doesn't register teachers from other parts of the United Kingdom or worldwide is quite inaccurate. In the last four years, we have registered 594 teachers from overseas countries. In the last four years, we have registered 1,006 teachers from England alone. To suggest that somehow or other we don't register teachers or that we disadvantage teachers who are applying from England or overseas is quite an outrageous suggestion. The evidence is there to show that we do it. What Mr Grant has referred to, I can't comment on the specifics because I'm not aware of it. I don't remember any complaint coming in to GTCS from either the school itself or from the individual, so I can't comment on that. I think that we try and process as quickly and as effectively as we can. It's certainly the case where there are overseas applicants and I think that it's only right that we take criminal records checks and police checks on the individual to satisfy that they are fit for purpose to be put in front of children in Scottish schools. The processing is not entirely in terms of GTCS's timescale at our own hand because part of the PVG checks can take time. Equally, we require references as part of the application form and sometimes we ourselves sit and wait for months for referees who have been cited within the application form to get back to us. I accept that there are individual instances where an individual teacher who is applying for registration may find delays. The reality is that we process the vast majority of them very quickly and very effectively. We do that for folk who are coming from England and overseas. It's unfortunate that Mr Grant's teacher, Mr Phillips, met that. I apologise for that. I'm not aware of the circumstances surrounding it but I think that it is important that we go through those processes in order to satisfy ourselves and also to satisfy the users of the education system in Scotland. The people who are putting in front of those children are high quality and are also trained in that complex profession of teaching. As I said, we have in the past had teachers who have been unqualified within the Scottish system and we now have a system where it is a rigorous system and it's a demanding system in order to get into the teaching profession in Scotland. That is because teaching is difficult and we go to the ends of the earth to try and ensure that teachers who are able to teach go through that process in order to give that reassurance at all levels. It's worthwhile to comment that part of what we have been doing within GTCS over the past six months or so since the bill has been in place is to work, as Nicola said, with all partners in the system in order to try and find a way in which the very teachers that Mr Grant and Dr Hovda are talking about can in fact be registered with us. It may very well be that one of the ways in which we do it in the submission that I made to you shows very clearly a number of ways that teachers can be given either conditional registration or provisional registration or we are working to ensure that teachers who are coming in without the requisite qualifications can be facilitated through GTCS in order to get those. There is a lot that is happening out there but fundamentally we need to be guaranteeing to the users of any education system, whether it is in the public sector or in the independent sector, that those teachers are both academically high qualified but also are able to deliver on the complexities of teaching. Just on the basis of that discussion and the evidence that we have already provided just to the three other witnesses, Mr Muir, would it be fair to say that you haven't revised your opinion on your opposition to the registration? Given that we have had 14 other submissions that are in favour of this, you have had discussions with the Scottish Government, you have said that you are part of the working group, things have moved on, has your opposition to this moved on or are you still opposed? I think that it's fair to say that the majority of independent schools that we speak to are not against, in principle, full registration. They accept the value of being registered with a regulatory professional body and the recognition of the professionalism of their teachers that that brings. However, the challenges have been with registration and schools have been moving towards full registration for the past 15 years and now up to a significant number of registered teachers. In many schools it is almost full registration but when those discussions took place 15 years ago, there was that understanding that there would always be exceptions because of the unique nature of some of the curriculum programmes in place, the provision of some subjects that are not recognised within the GTCS categories at present. However, we have numerous examples of teachers who have sought registration who have wanted to be registered but have not been able to get registered. In some cases it is hard to understand why that is. To all accounts from schools and all evidence, they are excellent teachers and highly competent teachers and it would be a great shame and a great loss to those schools if their ability to cast the net wide in their recruitment was restricted by restrictive regulation categories. However, we welcome the discussions that have been taking place there. Just to give a couple of examples, an individual BA Classics from Cambridge MA in Classics from King's College London went through the graduate teacher programme, came out with that standing. That is a programme that is not recognised by GTCS. It is currently undertaking an MOC in learning and teaching at Oxford and the GTCS has still been unable to confirm whether it should be eligible for registration after all that. These are teachers who are professional, who are diligent and who seek that recognition of their registration and of their professionalism. Another example, a teacher trained in English, experienced in English, 24 years of teaching experience has undertaken a further MED in learning support, applied, was taken on in a support for learning department and when she sought registration she was told that she had to complete her probationary period in English although she had already a lot of experience in English behind her and was then employed as a support for learning teacher. We urged that flexibility around the registration requirements. There was a system in place, exceptional admissions route, which worked well for a while, which took away some of the, seemed to be manageable for schools and it took into account where there was a shortfall in academic content within the degree or in teacher qualifications. Teacher experience was taken into account to make up for that shortfall and that worked well for a number of years but the decision was taken to remove that option and since then it has been increasingly difficult for teachers particularly from outside Scotland and I would say particularly from England because of the range of qualifications that they come with to be recognised. I'll mention the background checks just because of where some of our folks are coming from. We do background checks. We have a company out of the States that does background checks post through the FBI and overseas. If people are required, if you think about some of our folks and even myself coming from Indonesia trying to get background checks done there or pick on somebody else, Pakistan. Good luck running those down. It's not going to happen, certainly not going to happen in the timeframe. Our head teacher of our lower school tried to go through the FBI process and ran out of time. They weren't able to do it. So that's a concern that there'd be some flexibility that way. I think the experience piece is a key element if somebody's been doing it and has a proven track record. I think that should be taken into account. Just to clarify with our recruiting process tends to happen between November and February to give people enough lead time to get ready to move from the country they're in to Scotland to Aberdeen. We'll have an opening come up and it's posted out there and I try to get people's attention. Sometimes they try to get my attention if they think they're smart enough to know that Aberdeen is a great place to be. But I would have to be able to give them, with a great deal of confidence, before they quit their job, sell their home and get ready to move overseas, that they are going to be accepted to be registered to come over and do that. So that I'm being honest with them and they can weigh their options against other job offers that they have around the world. There are a number of members who want to come in. First of all, George Arm. Good morning, convener. I'm having difficulty understanding this process here. My question is probably more from the people from the independent sector itself. Why should we not have teachers teaching in your schools that are online with mainstream education where they are registered? Why would we have unqualified teachers teaching in classes? When I mentioned an unqualified member of staff, I was talking about 1 out of 67. I have no problem with a registration of individuals if that registration is straightforward. I'm passionate about two things. I'm passionate about education and I'm passionate about Scotland as a nation and I think people coming from outwith into Scotland find it as I've read out a really great struggle to become registered. All those examples are qualified teachers and are qualified in their own country. Scotland is somehow suggesting that their qualification is not as good or that it has to be proven. The hurdles that they have to go through with academic transcripts and degrees. I'm confused personally by the rationale and the motivation for this. I don't understand what the rationale is to be registered. I'm interested in people who are good teachers. They come with stacks of qualifications including teaching qualifications and then struggle to become registered with the GTCS. It's not because they don't want to be registered, it's because they struggle with it and they find it intransigent and the word opaque. Anyone else? I think that would sum it up for me also. I think in our case we are hiring highly skilled people. We have a demanding population that we're trying to serve. Certainly within the oil and gas industry they talk about the oil patches small around the world. Word of mouth reputation of the school at a certain location goes quickly. We have to be top notch and it's for delivering our unique curriculum. We run the international baccalaureate program and run our curriculum backwards from that. We have to make really good decisions about the people that are certified teachers that are good at delivering that type of curriculum. Independent schools are independent in the sense that they're autonomous in learning and teaching curricular choice, examination choice. As I've said, on the whole they support the full registration of teachers where it is possible. But in trying to provide what they see and they've judged to be the most appropriate curriculum for their body and their pupils there are some categories where it is not possible. An example is Classics teaching, where at the moment there is a lack of Classics teachers because there is an absence or there are insufficient Classics teacher training programmes. There's none in Scotland currently and there's two in England. If schools wish to and they very much wish to continue to provide this subject then they have to appoint non-registered teachers if there is a dearth of registered teachers. They're always seeking to appoint the best person for the job and if that means they have to go out with Scotland to recruit then that's within their autonomy in order to provide for their pupils. I should at this point also mention special schools where special schools have wide-ranging needs amongst their pupils, very specific needs in some cases and it's the skills and attributes of the teachers which enable them to meet those needs. A lot of those teachers struggle to get registered if they haven't been previously registered in a mainstream primary or secondary category. If those teachers seek registration they've been told that they must go and complete the probationary period in a mainstream environment and yet that's not appropriate where they've made that choice to support those pupils in a special school. Can you possibly answer some of those challenges that seem to be coming up about registration? Is there an issue? What is the issue and how can we deal with it? First and foremost I would suggest that already, as Nicola said, we estimate that over 90 per cent of teachers in the independent sector are already registered with GTCS. Clearly over the past 10, 15 years those headteachers in the independent sector more generally have seen the advantages of registration. It hasn't been compulsory up until now and you've got to ask the question why then have schools decided that there are benefits to accrue to teachers and to the youngsters and to the parents who are paying money for their children's education. There must be something that's beneficial to them and I've suggested what some of those benefits are earlier. The process of registration should be a relatively, and for very, very many folk, is a relatively straightforward process. As I said, there sometimes are delays in receiving references to support registration. There are sometimes delays at the PVG check stage. Sometimes it is very difficult to get criminal records checks or police checks on individuals coming into the country. Where we can, we do so. Where we can, we're very dependent on attestations, character references and so on in order to allow teachers to take part. This is not an attempt, and I don't think that the bill is an attempt to try and remove current teachers in the independent sector from their jobs. That's certainly not what GTCS sees as being the role of the bill. I think that, as certainly Nicola is aware, since she serves on the group, we have looked at what our registration requirements are and in order to fulfil the transitional arrangements of the bill, we have looked at already a number of things that have been talked about, like conditional registration, and Nicola talked about exceptional registration. We're looking at all those areas. We're also looking at ways in which teachers can undertake additional training if that is required, and only last year GTCS accredited the first top-up training course for teachers who have come from England who don't have a teaching qualification. We need to be clear about that. It's very easy to say that a teacher is qualified because they've had experience in a school. They do not actually have a teaching qualification, but looking at service in lieu, or partly in lieu, as part and parcel of one of the options that we have as part of the transitional arrangements, we accredited the top-up training programme for teachers who are qualified out of Scotland at Northampton University, which allows them, by distance learning largely, to bring their teaching qualification up to the level that would be acceptable for registration in Scotland. We have two other English universities who are wanting GTCS to have credit their top-up programme as well, and we've got interests from certainly one possibly two Scottish universities who are offering a similar kind of provision. We've already been very proactive in trying to ensure that teachers who wish to teach in Scotland and be registered to teach in Scotland and who want to increase their teaching qualification to a level that automatically gives them registration, we've begun to put the steps in place to allow that to happen. As a working group, we have taken on board the 15 different categories of teachers that apparently exist within the independent sector. Nicolaus's own paper identifies those individuals. She's explained what some of them are. The job that we now have to do is how can we find a way in which we can register those individuals, not necessarily for full registration. It may be entirely possible in the international school in Aberdeen, for example, to have some form of restricted registration that restricts them to teaching in that school. We have that provision within our order, or indeed to the independent sector as a whole. Those are all options that are open to us previously, and in the past they haven't been options that have been considered by GTCS, but they are now. The EU Master's Treaty in 1992 brought in the free movement of people within the European Union and the harmonisation of professional qualifications. Is there a difficulty with a teacher registered in Scotland? Does that teacher have the same problems when they go to England, Wales or Northern Ireland? Or is it easier to go to another European country? If we have the free movement of labour, the harmonisation of qualifications for 23 years, why are we sitting here arguing that a teacher in a country of 5 million can't teach within the same United Kingdom without getting another qualification? There is no difficulty at all, Ms Scanlon, in teachers who are qualified in Scotland being registered to teach in any other country. A teacher can go from Scotland and pick up a job anywhere in England, Wales or Northern Ireland with no problem? No, but Gordon is answering my questions. Do you mind if the witnesses would answer? I think that one of the things that a teacher qualifications follow is the same process. There isn't a general teaching council in England, as you are probably aware, but we need to go through a process with what was the general teaching council in Wales now, the Education and Workforce Council or GTC Northern Ireland. They would have to go through a process in order to satisfy them, but the qualifications that they have as a qualified teacher in Scotland would not be in question. Right, so if somebody was a registered and qualified teacher in England, why do they have to go through the same process either side of the border? It seems to be that what I'm hearing is more bureaucratic and more time consuming coming from England. The reason I ask, convener, is that in Murray several schools had to send children home in February this year, and yet we had a queue of spouses and partners from RAF Lossymouth who were qualified and experienced teachers in the English system, but they're only up here for three or five years. So they thought of paying £4,000 or £2,500 to get registered, but they were qualified teachers on the doorstep, but Murray council weren't allowed to employ them. So it's from that point of view I want to ask as well. Those specific teachers did not have a teaching qualification. They had teaching experience. They had either come through the graduate teacher programme in England, which doesn't lead to a teaching qualification, or they had qualified teaching status, which again doesn't necessarily give them a teaching qualification, and that is one of the two elements that is required for registration in Scotland. I'll go back to Murray council. That wasn't the way I understood it, but I'll go back and ask. Our experience is that teachers from England are probably the group that struggled most with registration. Graduate teacher programme was mentioned there and accept that GTCS has the conditions on registration, but to all accounts these teachers are experienced and the testament from the schools are saying that they are high calibred teachers. Another example, GTC Wales, there are a number of teachers in Scotland registered with GTC Wales because they were not able to re-register with GTC Scotland and that went through as a smooth process. So there are differences in registration expectations. Say that again. So a teacher that was registered in England could register with Wales and that made it easier to teach in Scotland? Not to teach in Scotland. That was for a requirement of registration with boarding staff, where they were required to be registered with a regulatory body, either with the GTCS or with the Scottish Social Services Council or another regulatory body. Teachers previously who were registered with GTC England would have met those needs, but then when the GTC England was dissolved, GTC Wales was an option. So there are differences between registration with the different councils. My second question is the policy memorandum talking about the benefits of what we are looking at today, paragraph 98. There is a clear relationship between poor teacher quality and weaknesses in the provision of education, so that is why we are discussing this today. Now your paper from Nicola the Scottish Council of Independent Schools, you say that the pass rate for national fives was 97 per cent, for hires 92 per cent and 93 per cent for advanced hires. So where is the poor teacher quality that needs to be addressed in the provision of education? In answering the question, should we be equally concerned about further education? I come from that sector, it certainly wasn't a necessity to be teacher trained at that time. Are our universities at risk of failing because they are not teacher trained? As I have already said, the professionalism of teachers is given the utmost importance in the schools. The emphasis on teacher quality is very high and the results bear testament to that. Therefore, whilst supporting the principle of full registration, we cannot see necessarily what it will alter. That commitment is there and will continue. The commitment to the professional development of teachers is there, the commitment to providing excellence in teaching and learning. There is nowhere for poor teachers to hide in independent schools with the scrutiny of external and internal bodies, high expectations of parents and pupils. I know that, but I am just trying to find where is the problem. We know what the solution is, but where is the poor teacher quality given these pass rates? I am trying to find where it is. You are asking the same question as I am. What is the rationale? I do not understand the rationale. Otherwise, we are saying that, if arm registration is a legal requirement, there must be an issue. There must be a problem with our teaching quality, because this is about teaching. For me, it is about individuals. I want to see people who can engage with kids who are professional, who will look after their own professional learning and do not need an external body in order to make them do that. It is about FE and universities. Mary, I want to come in. As some of you are aware, I am a former chief inspector of education and I have nearly 20 years of inspecting in independent schools. I would say generally the point that Nicola made about the high quality is prevalent across the vast majority of the independent schools. If you look at some of the reports that have been published recently by Education Scotland into independent schools, they make quite interesting reading. If we take a school in Glasgow that was inspected and reported on on 28 April this year, it talks about the potential to build on the most effective practice to secure greater consistency in learning experiences across the academy. That suggests to me that there is variation in the quality of teaching and learning in that particular institution. I myself have experienced inspecting an independent school in Glasgow within the last five or six years, which in the five quality indicators came out as weak, three satisfactory and one unsatisfactory. I think that, although generally the teaching quality across the Scottish education system as a whole is good and in some cases it is very good, I would not dispute the fact that that is the case in the independent sector. I think that there is still variation in that. Encouraging teachers irrespective of whether they are in the state sector or in the private sector to maintain their professional learning to continue to develop their professionalism, which is one of the things that professional update and registration will require of teachers, I think is one of the ways in which youngsters get a better guarantee of a better deal over the longer term. Was there a correlation between the knowledge and the knowledge? That is what we do. Ms Farrell. I understand that it is not just teachers but also school heads. Given that the Scottish Government wants all school heads to have a leadership qualification in terms of attainment, if there is going to be a partnership between the two, I think that it is going to be a partnership between the two. Is there going to be a headship course in Scotland that has been passed in order to be ahead of a school? How does that affect if someone was coming up from England to be ahead of a school in Scotland? Would they have to go through the GTCS plus do another qualification in order to be the principal of a school in Scotland? I understand that the details of that are still being discussed. That is not in the bill at the moment. My understanding may come forward. I think that our discussions are on-going and that is what Nicola has just indicated. I am not sure that we can be sure about what that proposal will actually be. I will just leave it there. I think that it is fair to say that at this stage there are a significant number of heads that come from outwith Scotland who would not, prior to coming to Scotland, have access to a qualification as such. Again, the professionalism of those heads, many come from previous headships, have access to other professional learning opportunities. Whether it should be expected that one qualification is appropriate, we certainly have considerable concerns about that. It is the remit of the Governors as trustees of the schools to choose the appropriate head to take the school forward. It is just a very quick question. You gave us two pages outlining the example of someone who had a first-class honours from Cambridge in music. He had been teaching for seven years, head of a music faculty for five, and you have outlined the process. The only thing that you did not mention was how long did it take him, given his background experience and qualifications, to get registered with the GTCS? Nine months. I want to follow up the same point about being asked to legislate in an area. It would be helpful to have a clearer understanding of the problem that we are trying to address through that legislation. Ken, you cited the example of investigations that have been carried out that demonstrate a variability in quality within the independent sector. The same argument could be made of the state sector, where you have the GTCS registration. I think that, particularly given that there was no formal consultation on that, a committee would be good to get our head round, and it is probably more a question from the minister rather than yourself. I fully accept that. I think that getting an understanding of where that has come from, where was the problem that was felt needed to be addressed, given that through an organic process of schools themselves and the individuals recognising that there was a benefit in many instances. Why have we come to a point where, up with this, we shall not put any longer and we are being asked to make it compulsory across the board? I think that you are quite right in your first statement. I think that it is probably best directed at ministers. I can give you my best shot at it, Mr MacArthur. One of the things that has happened in the last decade in Scottish education generally, and it is not just in Scotland, but across the world, is that there are increasing expectations on what the education system will deliver, irrespective of whether it is the independent sector or the state sector. I think that there is greater recognition that teachers are having to deal with more complex situations in schools, different types of youngsters coming into schools, that the fast-changing expectations on the education system require teachers to constantly refresh and renew their knowledge, understanding their skills and so on. I would suggest that it is possible, on the back of that, that a recognition as a whole that teachers who are expected to deliver high quality for the Scottish education system as a whole and all of the individual sectors that make up that system require to have some kind of infrastructure through which they can be supported. As I have tried to suggest, I think that registration provides part of that infrastructure and professional update provides that guarantee to the users of the system that teachers are taking and developing that professionalism seriously. I would not say that that is necessarily an unreasonable proposition, but I think that Shavon McMahon suggested earlier that, to some extent, it runs in conflict with the recommendations coming out of the Wood Commission about expanding the availability of the expertise in allowing schools, both in the state and I suspect the independent sector as well, to draw on a wider range of expertise. I think that the point that I made earlier is that we are in a different world within GTCS as well. We have had registration requirements in the past which we recognise and my council recognise need to be reviewed. That is the process that we are going through just now. It just so happens that this bill and the proposals within the bill are in alignment with what our council already recognised needs to happen. We need to look at a wider range of routes and greater flexibility to allow teachers to become registered. That is where we are. Those may very well be the outcomes of the working group's considerations in respect of the registration independence sector. Having unfairly asked your question, I think that it should be fair to acknowledge on a local basis that appears to me to be improvements in the way that GTCS is dealing with those applications that were not the case four or five years ago. Nevertheless, I think that back to the point where there has been no formal consultation on those proposals, we are now seeing what appears to be constructive discussions taking place with SCIS and possibly with individual schools as well about how to make this work and make it work in a pragmatic fashion. That only serves to underscore why, in a Parliament that prides itself in it, in fact requires a degree of pre-legislative scrutiny and consultation to take place because we do not have a revising chamber, how regrettable it is that we found ourselves in the situation with this aspect of a bill, not having been put through that process before the bill was presented to us. So that what you are trying to do is retrospectively come up with solutions that do not undermine the quality of education provision within the independent sector. I think that that is for the folk on the other side of the table to take forward, but I think that members of committees should be reassured by the very constructive nature of the work that is being done by the working group and also by GTCS council in order to facilitate registration. And whilst increasing greater flexibility, which we recognise as a requirement, maintain a set of standards that you as education committee users of the system, the public at large, expect of our teachers standing in front of children in Scottish classrooms. So it is a very careful balancing act that we are actually undertaking at the moment, but I think successfully and very constructively and in a strong partnership with the key players. So I think that members of committees should be reassured by that and given that there hasn't been a formal consultation process, take some reassurance from that that we are working hard at our end to make it work. It would be interesting to hear whether, despite there being a formal consultation, whether this came entirely out of left field or whether there were indications that something of this nature was a fruit. But it does appear to me that if you are looking at a transition period of two years or if it is argued up to three years, that process of what needs to be achieved through that timeframe is made more difficult by the fact that we are starting from where we are without a formal consultation. Having fleshed out some of these concerns and identified the solutions to them. I think it's fair to say that it didn't come as a surprise that we saw it coming, but the timeframe was unknown. As I said, we've been working towards full registration on the understanding that where possible registration was acquired. And as Ken has said, we have had positive discussions recently and constructive discussions about ways forward and we were just urged that they are realistic and practical and proportionate to the nature of the teachers concerned. So that particularly when considering that transition period, not only in terms of the time for the current workforce, but keeping an eye on future recruitment that it is possible to appoint somebody without GTCS registration subject to GTCS registration. Because otherwise that's going to limit the pool from which a school can employ when they're looking further afield. The Scottish Social Services Council, for example, have an appointment subject to six months, within six months registration subject to three years of acquiring the necessary qualifications or standard. That kind of discussion I think needs to take place to enable once the legislation comes in recruitment not to be stunted at that stage. I think we talked about mentioned there the range of provision within the schools and making sure that that isn't lost through any of this. And I think that's where we raise the issue of the clarity around teachers. So that anyone providing enrichment further provision, supporting and enhancing the breadth and flexibility and enriched programmes within the schools is not subject to registration if that is not appropriate. So that schools do not have their programmes reduced by having to go through the registration of teachers. So clarity around the teachers. And I think with that in mind, it's important to stress that regardless of the role anyone plays in a school, child protection is of utmost importance. The procedures are in place, rigorous in line with national guidance, and that doesn't change regardless of what somebody's role is in a school, whether they're a registered teacher or not. They all go through the appropriate PVG and disclosure Scotland checks. Before we move on, Gordon, you said that you've got a very small supplementary specifically on this. A very quick question on registration. I'm just trying to understand the difficulties here because we've got nearly 51,000 full-time equivalent number of teachers in Scotland. We've got 90 per cent of independent school sector teachers are registered with GTCS. I'm struggling. Nicolae, you already mentioned there had been a 15-year transitional period. I'm looking at the UK Government website this morning for qualified teaching in England. It says that teachers who trained in either Scotland or Northern Ireland must obtain qualified teacher status to take up a teaching post. With regard to EU nationals, it says that if an EEA member state recognises you as a qualified school teacher, you can apply for qualified teacher status in England. It then goes on to say that it may take up to four months to process your application. Is there any jurisdiction across either the UK or Europe that doesn't have minimum standards for registration of a teacher in order to teach? I'd like to talk about the transition arrangement. Before I do that, Mr Grant, we all know children who go to university here, people who come from friends who came from England, sons or daughters who attended university here. When they graduate like you, they were passionate about Scotland, went on to teach their training and got their GTCS to allow them to teach. That's English students coming here. How does that sit with your view that this recommendation is politically motivated and very anti-English? I'm not saying that it's politically motivated. I'm not saying that it's anti-English. I'm saying that it's extraordinarily difficult for teachers who are out with the Scottish Borders. You wrote it. It says that it would appear to be politically motivated and very anti-English. That says more about you than it does about what we're talking about. No, no, not at all. Right, about going over the transition thing. Can you tell me in terms of clearly with the cost that might be involved, that there might be an implication of concern that smaller schools may not be able to operate? How do you, smaller independent schools, how do you view that? There are a number of smaller independent schools where, for example, small special schools, where there's four to eight teachers, if there's a significant number that are unregistered, if there are difficulties with some of the options that do not allow for a smooth process to registration, they have to undertake further qualifications, that is obviously a significant commitment to that school in terms of cost, in terms of time, both for the individual and for the school. In terms of future recruitment, if that is a continuing pattern, then that school would struggle, given the nature of the size. It's worth pointing out that at other larger schools there are also pockets of teachers who are unregistered and who may need to undertake further qualifications. Again, where there are significant numbers, a transitional period of two years would be tight to allow that to happen in order to spread the commitment and the time and the cost. Yr Grufffawr? Yr Grufffawr? Gynion. For us, we've got about ten of our teachers that are registered, they're from Scotland, they're local and if we can pick up local teachers, it's fantastic, but we're also looking at, as an international school, we're trying to have a fairly diverse staff to match our diverse student body. So I think what we're looking at is trying to figure out, well, how do you operate within the bill and looking for avenues to do that, whether it's to take advantage, like the Murray case, take advantage of expat teachers that are in the area, have been in international schools before and would like to work, in some cases, fulfil, maybe we have an emergency opening because of increased enrollment or something like that. So, Andrew, may I ask, you say you would love to pick up local, presumably GTCS, registered teachers. What's the difficulty in doing that? I guess we're just a little bit different, so we don't get a huge number of applicants. Certainly in the secondary school, we don't get a huge number of applicants. Say nothing of looking at the quality of the teachers, just applicants period, especially when you're looking at maths and sciences, but anything in the secondary level, we get very few applicants throughout the EU. Do we know why they're not applying? They just aren't enough. I think another example, you asked about small schools, is the Steiner model, where a significant number of those teachers would not be registered. Many of them will have the Steiner qualification, which isn't currently recognised by GTCS. It is hoped that that would be an example of a category that would be appropriate to have a supporting category for Steiner teachers, which would enable them to register, meet the requirements of the bill, but to continue within Steiner education. It is an internationally recognised curriculum. That's an example of where a small school would have a significant impact unless there is a route found to enable those teachers to register. One last question for Ken. You said that there are conversations that are going ahead, but what role is the Scottish Government playing in those discussions between you and the other parties? We meet regularly with Scottish Government officials to provide them with an update on the work of the General Teaching Council. They are aware of the decisions that have been taken at council. There are Scottish Government observers who sit on our council who are aware of our review of our registration requirements. I report back to them as chief executive quarterly at council in terms of the review of our registration requirements. We are directly linked in with Scottish Government policy colleagues in order to take that forward. The sorts of things that Daniels talked about and Nicola in particular are part of what I see as being very feasible transitional arrangements, whether it be awarding some kind of provisional conditional registration or whether it be providing an opportunity for them to undertake some kind of top-up training. Given the timescale that some of those might require, I would agree that two years is probably too tight and that three years is probably a better timescale to introduce the transitional arrangements. Most of what we are going to discuss in the area has been covered through the discussion already, but one thing I wanted to come back on was what you said, Nicola, about the concerns about smaller schools might not be able to operate. You gave the example of Stiner schools. Can you highlight what the difficulties are or what the problem is with people of teachers who have the Stiner qualification, why they are not being recognised by GTCS? There is obviously a perception from your side. Having spoken to the Edinburgh Stiner school just recently, the majority are not registered. Most of them have the qualification. If they do not have the qualification, there would be a willingness to undertake it. It meets their needs. Even their curriculum subjects would not, as individual categories, fit into GTCS subject categories, just the nature of the curriculum. That is an example of individual recognition. On the other side, although we support the steps that are being taken to meet the needs of individual groups, we encourage full recognition and unconditional registration with GTCS for the majority of teachers. Otherwise, it limits transfer, transitions between schools. It is not in the interests of the careers of the individuals or the employers themselves. On the whole, we would be pushing for routes that allow for that full unconditional registration, with the acceptance that, in a couple of individual cases, individual categories would be the most appropriate option. We would be very supportive of that. That is very much the direction of travel that the GTCS council wants to go down. We do not want to restrict registration and we certainly do not see it, as I said earlier, as a means of teachers who are currently delivering well within schools losing their jobs as a result of what is in the bill. That greater flexibility that I think we are already showing, as Mr MacArthur suggested, is what he is seeing at the sharp end. That is very much where we want to be. Ultimately, we encourage full registration for everyone who is teaching in the independent sector. The definition of teacher and the issues around that. The Scottish Government suggests that a teacher is anybody who is employed to teach in a school and has the appropriate professional skills and knowledge necessary to enable them to undertake the teaching duties allocated to them. Is everyone clear what a teacher is and who is and who is not covered in terms of that? It seems a simple question, but it looks like there is a definition here that could be at issue. I think that one of the things that is interesting as part of our review of our registration requirements is that we have been approached by instrumental music instructors who are actively seeking registration with GTCS. We know that there are about 750 across Scotland. We know that there are instructors within independent sectors who are not teachers. That distinction is very important in the state sector because they are on different salary scales. I think that there is an issue about definition. Our understanding of a teacher would be someone who is delivering a formal curriculum or an element of a formal curriculum. We have teachers in both the state sector but particularly in the independent sector who are offering extracurricular activities and who perhaps go by different job titles to being a teacher. I think that there is a bit of clarity required around the definition of a teacher and who the bill would apply to. It is interesting as I say that this is coming at the same time as we are being asked by instrumental music instructors themselves for voluntary registration because they recognise and as do many of their headteachers in the state sector that they are individuals who are engaging very often on a one-to-one basis with children and young people within their schools. We are seeking that almost that kind of sanctuary and reassurance that registration brings to themselves as professionals but also as a guarantee to the public because it is very clear that if a teacher is subject to misconduct or is removed from the register for incompetence then one of the big advantages and benefits of registration is the fact that that individual cannot go to another school in Scotland or indeed south of the border or indeed anywhere else in the world where there is a teaching council because they are on our record as having been removed and that is a benefit and a guarantee to the users of the system. Mae webit concerned that your definition is a little bit different from the Government's. You are talking about delivering a curriculum or part of a curriculum. The Government is talking about someone who is employed to teach and has the professional skills and knowledge. That would be a prerequisite. The professional skills and knowledge is a prerequisite for a teacher to be defined as such. I do not think that there is any doubt about that. That is one of the reasons why we have the registration requirements that we have. They have a degree or an equivalent, they have a teaching qualification and in secondary the subject that they are qualified in and they have their degree in matches broadly the curriculum that they have been delivering in their school. I do not think that there are odds in the description. No, it just sounds like you have added a wee bit on, that is all. I think that I am making the distinction between what I recognise as an issue in the independent sector. There are some teachers who are perhaps not delivering a formal curriculum but may be largely involved in delivering caring or extracurricular activities and not part of a more formal curriculum as it is traditionally understood. What about those who are coming up to retirement? Would you be thinking about exemptions from them? It is interesting. One of the discussions that we have had within the working group has been that we might limit registration to a particular school or a particular sector. As Nicola said earlier, that would not suit particularly younger teachers coming into the independent sector who might at some point see themselves going over into the state sector in the future. It might be that there is no one particular answer to the transitional arrangements. It is probably going to have to be a kind of recipe or menu of features that we put in place. It may be that for a teacher, for example, who might be coming only to teach in Daniels international school, that we create a category of registration that limits them to the teaching in that particular school. I think that there are a number of very creative ways in which we can adjust the register and revise the register by creating new categories that would fit those teachers who are coming closer to retirement, who are unlikely to move out of their school that they are teaching on just now, as well as meet the needs of young teachers who are coming into the independent sector who might want to keep as open a field as possible for their future career. It has been mentioned a few times that the number of teachers that are affected by that are very small. Indeed, the figure that I have got in front of me here is that it is around 265. In the grand scheme, would you recognise that figure? I recognise the figure. I am not sure that we have an accurate handle ourselves as to how many will be affected, but it is of that order. It is a relatively small number in comparison to those who are already registered. Will the bill apply to staff in the independent sector nurseries? There are teachers in which all nurseries have a number of registered teachers, along with the nursery support staff, who the nursery support staff would be registered with the Scottish Social Services Council, where there are teachers in employment. I think that we would expect them to be GTCS registered. On the whole, they would be registered at present. It is certainly not a category that has been brought up in discussions with schools recently. When talking about the numbers that we are talking about and trying to have a clear idea, SCIS is representing 72 member schools. There are obviously 100 independent schools in Scotland, and therefore there is a group that we at SCIS do not have a handle on the nature of the registration of teachers. Within the 72 SCIS schools, there are 50 mainstream schools and 22 special schools. The number that Colin Beattie referred to in terms of an estimate of teachers who may be impacted by this legislation, would you say that it is roughly accurate? Would you recognise it? We have been trying to get a handle on the exact numbers, and it is still roughly 10 to 15 per cent that are unregistered. There are those who are going through registration at the moment now that they know that it is coming in, and that number will therefore gradually reduce once they are clear about where they stand at the moment with registration. The figure that Ken Menger mentioned is that roughly 90 per cent are registered. Of the 10 per cent that is left, I presume that some of them have the appropriate qualifications and they just have not got registered. Some others, there may be a little bit of work to do, but effectively they could be registered relatively easily. What are we really asking about? What is left? What is the percentage of that 10 per cent? What is the percentage left that really there is some difficulty with? I would say that it is about 100 to 150 who, if they do not have a qualification, partly because of the historic reasons that they have not required it and they have been in teaching for many years, but with any luck, the positive and constructive discussions and the options that we have been discussing will provide routes for the majority of them. There certainly seem to be options out there. I think that there are also accreditations of programmes that are going through the independent PGCE offered by the University of Buckingham, for example. There are about 20 staff in independent schools currently with that qualification and a number who are wanting to commit to the qualification. Therefore, immediately, if that was accredited, that would be catered for that group. I want to finish on one particular question, because it goes back to the point that was made earlier about consultation or no consultation. I think that it is really about the discussion that seems to be emerging or seems to be taking place at the moment, probably in the working group that I imagine can, given the discussions. It is not really a question for Ken, it is a question for the other three. Are you now, at this point, more comfortable with the discussions that are coming forward? Ken mentioned some of them about registration on a basis of somebody who could be registered to work only in Dr Houthi's school or registration that would effectively allow somebody to work in the independent sector or in a specialist Steiner school, for example? Are those options, which I know we are not finalised yet, more comfortable with the fact that, if they are bottomed out and agreed that effectively the bill could go through as long as they are covered? I think that as long as some of the concerns about the processes, the length of time it takes to go through the paperwork involved and the time-consuming nature of some of them, if that can be ironed out, I think that we still have concerns that some of the options are still at a certain level of complexity within them that could be simplified. On the whole, we feel more comfortable and reassured by the messages that we are getting. I think that it is remembering that the heart of this is about the professionalism of teachers and not questioning their professionalism. They are dedicated professional staff with a lot of support behind them from the schools. I think for us, hearing the numbers that aren't registered, it sounds like most of them are in my school. I think the case, I've made the statement that there are just not enough teachers that are interested in applying in our school. We've got a great school and a great place to live. It's not enough teachers that are interested in an international school teaching our curriculum, or a lot of times with our local teachers, we just look a bit odd to them. They don't know what we're all about when we do get one, they stay a long time. But I think most of our teachers, vast majority of our teachers, they're international teachers that come in 60% or more. They're going to be there five to seven years and they're moving on. They're going to move to their next assignment in another country and they've learned that they like international education. They like the variety it brings and they've made a life out of that. It just hasn't applied to them, so I think what we're looking for is just a way that we can keep our school open and meet the idea of what the bill's putting forward, but have a way of doing it where we can continue to bring in teachers from around the world to bring diversity for our diverse student body and teach our unique curriculum. I just want the registration process to be simple. I'm not against registration, far from it, but I am against the process and structures that are put in place because I think that Nicholas Point is a good one. It does feel for many teachers that their professionalism has been questioned. If you've been teaching for 20 years in three or four different countries and you've worked as a university lecturer and you're regarded as a world expert in a certain field, then to find difficulty in being registered, I think that's what's unfortunate. I don't know if you want to make any comment on that, Ken. No, I think that the specific example that Rod gave you, as I've said, is an unfortunate one. I think that we can always pick out individuals who have a difficulty in registration. The point I would make is that not all of that, I hope, have made clear as necessarily at the door of GTCS in terms of the delays that can sometimes take place. I mean, I'm very confident that the work that we've done has been very constructive to meet what we think are the requirements of transitional arrangements to arrive at full registration. That may involve different categories being developed. We're very much up for it within GTCS Council. We don't see any major impediments in the proposals within the bill being taken forward for independent schools or, indeed, for grant aided schools, whom we haven't mentioned much of, but the vast majority of teachers, in fact, I think, all bar two, are already registered with us anyway. That's probably why we didn't come up. We were aware of that. I thank all of you very much for coming along this morning. We appreciate your time. As always, at next week's meeting, we will conclude our oral evidence sessions on the bill. We will be speaking to local authority representatives and, of course, to the Scottish Government Minister.