{"id":12505,"date":"2025-07-17T15:00:40","date_gmt":"2025-07-17T15:00:40","guid":{"rendered":"https:\/\/www.shrn.org.uk\/?p=12505"},"modified":"2025-07-25T08:19:59","modified_gmt":"2025-07-25T08:19:59","slug":"cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol","status":"publish","type":"post","link":"https:\/\/www.shrn.org.uk\/cy\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\/","title":{"rendered":"Cefnogi Dull Ysgol Gyfan ar gyfer Llesiant: R\u00f4l y Rhwydwaith wrth Ddiwallu Anghenion Tystiolaethol"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"451\" src=\"https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-1024x451.jpeg\" alt=\"\" class=\"wp-image-12508\" srcset=\"https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-1024x451.jpeg 1024w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-400x176.jpeg 400w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-768x338.jpeg 768w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-1536x676.jpeg 1536w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-2048x901.jpeg 2048w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-1200x528.jpeg 1200w, https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-1980x871.jpeg 1980w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p>Mae Llywodraeth Cymru wedi cyhoeddi adroddiad newydd sy\u2019n amlygu anghenion tystiolaeth heb eu bodloni yn y Dull Ysgol Gyfan ar gyfer Llesiant Emosiynol a Meddyliol. Yn y blog hwn, mae\u00a0<a href=\"https:\/\/profiles.cardiff.ac.uk\/cy\/staff\/boffeym1\">Maria Boffey<\/a>, Rheolwr Materion Allanol a Chyfnewid Gwybodaeth y Rhwydwaith, yn archwilio sut mae data cadarn a rheolaidd y Rhwydwaith yn helpu i fynd i\u2019r afael \u00e2\u2019r bylchau hyn. Mae arolygon y Rhwydwaith yn cefnogi ysgolion a llunwyr polisi gyda thystiolaeth am les disgyblion a staff, tegwch ac effaith. Mae\u2019r adroddiad yn cydnabod bod y Rhwydwaith yn gyfrannwr allweddol at fonitro a gwerthuso hirdymor mewn ysgolion cynradd ac uwchradd yng Nghymru.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-alpha-channel-opacity has-background\" style=\"background-color:#7bc144;color:#7bc144\"\/>\n\n\n\n<p>Yma yn y Rhwydwaith Ymchwil Iechyd mewn Ysgolion (y Rhwydwaith), rydym ni\u2019n croesawu cyhoeddi\u2019r <a href=\"https:\/\/www.llyw.cymru\/dull-ysgol-gyfan-ar-gyfer-llesiant-emosiynol-meddyliol-anghenion-tystiolaethol-heb-eu-diwallu\"><strong><em>Dull ysgol gyfan ar gyfer llesiant emosiynol a meddyliol: anghenion tystiolaethol heb eu diwallu<\/em><\/strong><\/a> gan Lywodraeth Cymru. Mae\u2019r adroddiad yn amlygu pwysigrwydd data cadarn a rheolaidd i werthuso sut mae Fframwaith y Dull Ysgol Gyfan yn cael ei gyflawni ac, yn holl bwysig, pa wahaniaeth mae\u2019n ei wneud.<\/p>\n\n\n\n<p>Er bod yr adroddiad yn cydnabod bod ystod eang o wybodaeth werthfawr eisoes wedi cael ei chasglu, casglwyd llawer ohoni trwy weithgareddau unigol. I ategu gwelliant parhaus, mae\u2019r adroddiad yn amlygu bod angen data mwy cyson a chynrychioliadol o bob rhan o gymuned yr ysgol \u2013 yn enwedig gan staff ysgol a rhieni\/gofalwyr.<\/p>\n\n\n\n<p>Mae\u2019r adroddiad yn nodi nifer o feysydd allweddol lle mae angen rhagor o dystiolaeth, gan gynnwys:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ymgysylltu a chyfathrebu \u00e2 chymuned yr ysgol gyfan.<\/li>\n\n\n\n<li>Llesiant ac anghenion cymorth staff.<\/li>\n\n\n\n<li>Diwylliant ac amgylchedd ysgolion.<\/li>\n\n\n\n<li>Blaenoriaethu ac adnoddau.<\/li>\n\n\n\n<li>Partneriaethau \u00e2 gwasanaethau cymorth.<\/li>\n\n\n\n<li>Alinio \u00e2 strategaethau addysg ac iechyd.<\/li>\n\n\n\n<li>Cyflawni ar draws pob lleoliad addysg.<\/li>\n\n\n\n<li>Profiadau, llesiant ac anghenion hyfforddiant staff.<\/li>\n<\/ul>\n\n\n\n<p>Dyma ble mae\u2019r Rhwydwaith yn chwarae rhan allweddol o ran mynd i\u2019r afael \u00e2\u2019r anghenion tystiolaethol a nodwyd yn adroddiad Llywodraeth Cymru. Trwy ein harolygon rheolaidd ar lefel dysgwyr ac ysgolion, mae\u2019r rhwydwaith yn darparu ffynhonnell gadarn a chynrychioliadol o ddata iechyd a lles, gan gynnwys iechyd meddwl a lles; gweithgarwch corfforol; ymddygiadau deietegol; defnyddio\u2019r cyfryngau cymdeithasol; perthnasoedd cymdeithasol; cysylltedd \u00e2\u2019r ysgol; iechyd rhywiol a defnyddio sylweddau. Mae\u2019r dystiolaeth hon yn cynorthwyo ysgolion, awdurdodau lleol a llunwyr polisi cenedlaethol i olrhain cynnydd, amlygu bylchau a hysbysu ymyriadau targedig.<\/p>\n\n\n\n<p>Hefyd, rydym yn cipio llais y disgybl a chyfranogiad, gan helpu i sicrhau bod dysgwyr yn chwarae rhan weithgar mewn llunio mentrau lles.&nbsp;Mae ein data\u2019n ategu dadansoddiadau o degwch a chynhwysiant, gan amlygu sut brofiad a gaiff gwahanol grwpiau o ddarpariaeth iechyd a lles. Trwy gysylltu ymdrechion lles \u00e2 deilliannau addysgol, rydym yn helpu i ddangos effaith ehangach y mentrau hyn.&nbsp;Yn holl bwysig, mae ein canfyddiadau\u2019n llywio\u2019r &nbsp;ddealltwriaeth o hyder a gallu\u2019r staff i ddarparu cymorth lles, gan sicrhau bod datblygiad proffesiynol yn cyd-fynd \u00e2\u2019r blaenoriaethau ymarferol a\u2019r heriau sy\u2019n cael eu hwynebu mewn ysgolion. Gyda\u2019i gilydd, mae\u2019r cyfraniadau hyn yn helpu i adeiladu darlun mwy cyflawn, wedi\u2019i lywio gan dystiolaeth, o\u2019r hyn sy\u2019n gweithio \u2013 a ble mae angen cymorth pellach.<\/p>\n\n\n\n<p>Rydym yn falch bod yr adroddiad yn cydnabod ein bod yn gyfrannwr allweddol at y sylfaen dystiolaeth:<\/p>\n\n\n\n<figure class=\"wp-block-pullquote has-text-color has-link-color wp-elements-2aaa2fa4d105ae69ec9f400532ade934\" style=\"color:#002e62;font-style:normal;font-weight:400\"><blockquote><p><strong><em>&#8220;Mae hyn yn cynnwys y Rhwydwaith Ymchwil Iechyd mewn Ysgolion (SHRN) sy&#8217;n ffynhonnell bwysig o ddata iechyd a lles cadarn, rheolaidd trwy ei arolygon ar lefel dysgwyr ac ysgolion.\u201d<\/em><\/strong><\/p><\/blockquote><\/figure>\n\n\n\n<figure class=\"wp-block-pullquote has-text-color has-link-color wp-elements-e1c43911a49c15d7b45db109ba3ad6fb\" style=\"color:#002e62;font-style:normal;font-weight:400\"><blockquote><p><em><strong>&#8220;<\/strong><\/em><strong><em>M<\/em><strong style=\"\"><em style=\"font-style: italic;\">ae SHRN yn cynnig cyfle gwych i fynd i&#8217;r afael \u00e2&#8217;r anghenion tystiolaethol heb eu diwallu a nodwyd ar gyfer dysgwyr ac uwch arweinwyr ysgolion er mwyn cefnogi monitro a gwerthuso hirdymor gwell<\/em><\/strong><em>&#8220;<\/em><\/strong><\/p><\/blockquote><\/figure>\n\n\n\n<p>Yn ogystal, mae\u2019r adroddiad hwn gan Lywodraeth Cymru yn amlygu sut gall y Rhwydwaith&nbsp; fynd i\u2019r afael \u00e2\u2019r bylchau hyn mewn tystiolaeth. Mae data cadarn, manwl a hirdymor ein harolygon yn cael ei gasglu fel mater o drefn oddi wrth dysgwyr mewn lleoliadau cynradd ac uwchradd, ac uwch arweinwyr ysgolion. Mae data\u2019r dysgwyr (11-16 oed) eisoes yn cael ei integreiddio hefyd i <a href=\"https:\/\/saildatabank.com\/cy\/\">fanc data SAIL<\/a>, sy\u2019n darparu cyfleoedd gwych am gysylltu \u00e2 setiau data addysg ac iechyd eraill i archwilio effaith y Fframwaith a\u2019r ffactorau sy\u2019n dylanwadu ar y deilliannau hyn gydag amser.<\/p>\n\n\n\n<p>Yn ogystal, mae\u2019r Rhwydwaith yn cyd-gadeirio <a href=\"https:\/\/phw.nhs.wales\/about-us\/board-and-executive-team\/board-committees\/committee-meetings\/quality-safety-and-improvement-committee\/202425\/24-july-2024\/papers-24-july-2024\/3c-qsic-2024-07-24-annex-2-hpsb-tor-and-membership\/\">Bwrdd y Rhaglen Ysgolion sy\u2019n Hybu Iechyd<\/a> i sicrhau bod mesurau\u2019r arolwg yn cyd-fynd \u00e2 safonau arfaethedig y Rhaglen Ysgolion sy\u2019n Hybu Iechyd a Lles.&nbsp;Mae\u2019r safonau hyn yn cyd-fynd yn agos \u00e2\u2019r Fframwaith ac mae\u2019r cysoni hwn yn sicrhau bod data\u2019r Rhwydwaith yn gallu cefnogi\u2019n uniongyrchol llawer o\u2019r anghenion tystiolaethol heb eu diwallu a amlygwyd yn yr adroddiad hwn.<\/p>\n\n\n\n<p>Wrth edrych tua\u2019r dyfodol, mae\u2019r Rhwydwaith yn gweld cyfleoedd pellach i wella\u2019r tirlun data, gan gynnwys:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Datblygu ymhellach y <a href=\"https:\/\/icc.gig.cymru\/gwasanaethau-a-thimau\/arsyllfa\/data-a-dadansoddi\/dangosfwrdd-data-shrn\/\">dangosfwrdd cenedlaethol ar y cyd ag Iechyd Cyhoeddus Cymru<\/a> i gynnwys data ychwanegol ysgolion uwchradd a lansio\u2019r dangosfwrdd data cynradd (2026).<\/li>\n\n\n\n<li><a href=\"https:\/\/decipher.uk.net\/cy\/ymchwil\/rhaglenni\/2984-2\/dangosfwrdd-digidol-lefel-ysgol\/\">Lansio dangosfyrddau lefel ysgol<\/a> y Rhwydwaith i gefnogi gwneud penderfyniadau yn lleol (2026).<\/li>\n\n\n\n<li>Ymestyn casglu data i bob ysgol gynradd.<\/li>\n\n\n\n<li>Cynnal casgliad peilot o ddata\u2019r arolwg gydag Unedau Cyfeirio Disgyblion (UCDau) ar draws Cymru.<\/li>\n<\/ul>\n\n\n\n<p>Yma yn y Rhwydwaith, trwy gydweithio ar draws sectorau, systemau a chymunedau, credwn y gall y Dull Ysgol Gyfan ddod yn rhan ddynamig ac ymatebol o fywyd ysgol \u2013 un sy\u2019n esblygu i ateb anghenion newidiol dysgwyr a staff. Mae\u2019r Rhwydwaith yn gwbl ymrwymedig i gefnogi\u2019r weledigaeth hon a chyfrannu at ddyfodol iachach, mwy gwydn i bob dysgwr yng Nghymru. Gyda\u2019n gilydd, gallwn adeiladu amgylchedd cryfach, mwy cefnogol, i bob dysgwr ac addysgwr yng Nghymru.<\/p>\n\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-buttons is-content-justification-center is-layout-flex wp-container-core-buttons-is-layout-16018d1d wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button is-style-outline is-style-outline--2\"><a class=\"wp-block-button__link has-text-color has-link-color wp-element-button\" href=\"https:\/\/www.shrn.org.uk\/cy\/flog\/\" style=\"color:#002e62\">Blog &#8211; Cartref<\/a><\/div>\n<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mae Llywodraeth Cymru wedi cyhoeddi adroddiad newydd sy\u2019n amlygu anghenion tystiolaeth heb eu bodloni yn y Dull Ysgol Gyfan ar gyfer Llesiant Emosiynol a Meddyliol. Yn y blog hwn, mae\u00a0Maria Boffey, Rheolwr Materion Allanol a Chyfnewid Gwybodaeth y Rhwydwaith, yn archwilio sut mae data cadarn a rheolaidd y Rhwydwaith yn helpu i fynd i\u2019r afael [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[248],"tags":[],"class_list":["post-12505","post","type-post","status-publish","format-standard","hentry","category-blog-2"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Cefnogi Dull Ysgol Gyfan ar gyfer Llesiant: R\u00f4l y Rhwydwaith wrth Ddiwallu Anghenion Tystiolaethol - The School Health Research Network<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.shrn.org.uk\/cy\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Cefnogi Dull Ysgol Gyfan ar gyfer Llesiant: R\u00f4l y Rhwydwaith wrth Ddiwallu Anghenion Tystiolaethol - The School Health Research Network\" \/>\n<meta property=\"og:description\" content=\"Mae Llywodraeth Cymru wedi cyhoeddi adroddiad newydd sy\u2019n amlygu anghenion tystiolaeth heb eu bodloni yn y Dull Ysgol Gyfan ar gyfer Llesiant Emosiynol a Meddyliol. Yn y blog hwn, mae\u00a0Maria Boffey, Rheolwr Materion Allanol a Chyfnewid Gwybodaeth y Rhwydwaith, yn archwilio sut mae data cadarn a rheolaidd y Rhwydwaith yn helpu i fynd i\u2019r afael [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.shrn.org.uk\/cy\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\/\" \/>\n<meta property=\"og:site_name\" content=\"The School Health Research Network\" \/>\n<meta property=\"article:published_time\" content=\"2025-07-17T15:00:40+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-07-25T08:19:59+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.shrn.org.uk\/wp-content\/uploads\/2025\/07\/AdobeStock_234479681-scaled.jpeg\" \/>\n\t<meta property=\"og:image:width\" content=\"2560\" \/>\n\t<meta property=\"og:image:height\" content=\"1127\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"SHRN\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"SHRN\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 munud\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.shrn.org.uk\\\/cy\\\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.shrn.org.uk\\\/cy\\\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\\\/\"},\"author\":{\"name\":\"SHRN\",\"@id\":\"https:\\\/\\\/www.shrn.org.uk\\\/#\\\/schema\\\/person\\\/7a5bc2ab9b16dd090379188029c1eb39\"},\"headline\":\"Cefnogi Dull Ysgol Gyfan ar gyfer Llesiant: R\u00f4l y Rhwydwaith wrth Ddiwallu Anghenion Tystiolaethol\",\"datePublished\":\"2025-07-17T15:00:40+00:00\",\"dateModified\":\"2025-07-25T08:19:59+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.shrn.org.uk\\\/cy\\\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\\\/\"},\"wordCount\":936,\"publisher\":{\"@id\":\"https:\\\/\\\/www.shrn.org.uk\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/www.shrn.org.uk\\\/cy\\\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.shrn.org.uk\\\/wp-content\\\/uploads\\\/2025\\\/07\\\/AdobeStock_234479681-1024x451.jpeg\",\"articleSection\":[\"Blog\"],\"inLanguage\":\"cy\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.shrn.org.uk\\\/cy\\\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\\\/\",\"url\":\"https:\\\/\\\/www.shrn.org.uk\\\/cy\\\/cefnogi-dull-ysgol-gyfan-ar-gyfer-llesiant-rol-y-rhwydwaith-wrth-ddiwallu-anghenion-tystiolaethol\\\/\",\"name\":\"Cefnogi Dull Ysgol Gyfan ar gyfer Llesiant: R\u00f4l y Rhwydwaith wrth Ddiwallu Anghenion Tystiolaethol - 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