Bwletin y Pennaeth - 17/04/2026 - The Head's Bulletin

Apr 17
17 min read

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Y mis hwn, rydym yn parhau â'n cyfres fisol o straeon ar gyfer meddwl. Straeon byrion ydyn nhw y gallwch eu darllen neu wrando arnyn nhw gyda'ch plant, wedi'u cynllunio i sbarduno sgyrsiau a myfyrdodau ystyrlon gartref. Fel ysgol, rydym yn falch o roi meddwl beirniadol wrth wraidd dysgu, gan feithrin meddyliau meddylgar a lleisiau chwilfrydig. Cadwch lygad am ein straeon 'Lleisiau Bach, Syniadau Mawr', a rennir ym mwletin cyntaf pob mis. Mae'n bryd plymio i'n hail stori ar gyfer meddwl! Gadewch i ni ddarllen gyda'n gilydd a gweld ble mae ein syniadau'n mynd â ni.

Blwch Pandora: Stori am Obaith

Amser maith yn ôl, yn ôl chwedl Groegaidd, roedd y byd yn lle hapus. Doedd neb erioed wedi clywed am salwch na chlefyd. Doedd dim dicter na chasineb. Doedd neb yn ddiog, yn llwglyd nac yn greulon. Roedd pawb ar y Ddaear mor hapus nes i'r duwiau eu hunain ddod yn genfigennus. Felly penderfynodd y duwiau y byddent yn cosbi dynolryw gyda phob math o drafferth. Creodd Zeus fenyw ifanc hardd a'i galw'n Pandora. Anfonodd Pandora i'r Ddaear a rhoi blwch rhyfedd iddi i'w gymryd gyda hi.

Pan welodd dyn ifanc o'r enw Epimetheus Pandora, syrthiodd mewn cariad â hi, a chytunodd i ddod yn wraig iddo.

‘Beth sydd yn y blwch hwnnw rydych chi'n ei gario gyda chi?’ gofynnodd Epimetheus.

‘Fe'i rhoddwyd i mi gan Zeus, brenin y duwiau,’ meddai Pandora. ‘Dydw i ddim yn gwybod beth sydd y tu mewn iddo.’

‘Yna addawa i mi na fyddwch byth yn ei agor,’ meddai Epimetheus, ‘oherwydd gallai ddod â thrafferth i ni.’

Gosododd Pandora y blwch yn y gornel ac addawodd beidio â'i gyffwrdd.

Ar ôl ychydig, daeth Pandora yn chwilfrydig am y blwch. Eisteddodd ac edrychodd arno, gan feddwl beth oedd y tu mewn. Aeth yn agos a meddwl y gallai glywed synau a sibrydion rhyfedd yn dod ohono. Siawns na fyddai ots pe bai hi'n cael cipolwg cyflym y tu mewn? Yn ofalus, datododd y rhaff aur a oedd wedi'i lapio o amgylch y blwch. Roedd hi ar fin agor y caead pan gofiodd ei haddewid i beidio â'i gyffwrdd.

‘Ni all edrychiad bach wneud unrhyw niwed,’ meddyliodd. Cyffyrddodd ei bysedd â'r caead.

A ddylai hi ei agor ai peidio?

Yn araf, cododd y caead. Gyda sgrech, ceisiodd ei gau eto. Rhy hwyr! Hedfanodd haid o greaduriaid hyll eu golwg allan. Nhw oedd y maleisiau sy'n trafferthu dynoliaeth: Dicter a Thrachwant, Casineb a Chreulondeb, Gluttony a Chlefyd, Ofn a Chenfigen, a llawer mwy. Er ei bod hi'n ceisio, ni allai Pandora eu hatal. Heidiauasant o'i chwmpas fel gwenyn meirch blin a'i pigo. Yna hedfanasant allan i bob cwr o'r byd.

O'r diwedd, caeodd Pandora gaead y blwch. Yna clywodd hi dapio’n ysgafn a sibrwd – ‘Gadewch i mi fynd allan, gadewch i mi fynd allan!’ Beth ddylai hi ei wneud? Unwaith eto agorodd gaead y blwch. Allan hedfanodd y peth olaf oedd ar ôl y tu mewn. Roedd fel aderyn hardd gydag adenydd disglair. Gobaith ydoedd. A hedfanodd Gobaith allan i’r byd hefyd. Nawr, ni waeth ble mae trafferthion yn mynd, fe welwch chi hefyd—os edrychwch chi—fod Gobaith yno hefyd.

Meddwl am y Stori

Cwestiwn Allweddol: Beth mae'r stori yn meddwl?

Sut oedd y byd amser maith yn ôl, yn ôl chwedl Groegaidd?
Beth benderfynodd y duwiau ei wneud? Pam?
Pwy oedd Pandora?
Beth oedd yn y blwch a wnaeth i Pandora deimlo'n chwilfrydig?
A ddylai Pandora fod wedi agor y blwch? Pam?
Beth oedd yn y blwch?
Beth oedd y peth olaf i adael y blwch?
Beth mae'r stori'n ei olygu pan mae'n dweud lle mae trafferthion, mae Gobaith hefyd?
Mae'r stori'n chwedl. Ydych chi'n meddwl bod unrhyw wirionedd ynddi?
Pa deitl arall fyddech chi'n ei roi i grynhoi'r stori?

Meddwl am Obaith

Cwestiwn Allweddol: Beth yw ystyr gobaith?

Beth mae'n ei olygu i gael gobaith?
Ydych chi'n gobeithio am unrhyw beth i chi'ch hun? Rhowch enghraifft.
Oes gennych chi unrhyw obeithion i eraill? Beth ydyn nhw?
Oes gennych chi unrhyw obeithion am ddyfodol y byd? Beth ydyn nhw?
Ydych chi'n credu bod gobaith mewn unrhyw sefyllfa, neu a yw rhai sefyllfaoedd yn anobeithiol? Rhowch enghreifftiau.
Ydych chi'n credu bod gobeithio yr un peth â dymuno? Ai'r un peth â dymuno?
Mae dywediad: 'Mae'n well teithio'n obeithiol na chyrraedd' - ydych chi'n cytuno?
A yw gobeithio am bethau yn helpu i'w gwneud yn digwydd?
Ydych chi'n credu bod gan bawb obeithion? A ydyn nhw am yr un pethau?
A allem ni gael popeth yr oeddem yn gobeithio amdano? Pam, neu pam lai?

Gweithgareddau Pellach

Actiwch neu feimiwch eich fersiwn chi o stori Blwch Pandora.
Dyluniwch a gwnewch eich fersiwn eich hun o Flwch Pandora.
Ysgrifennwch eich gobeithion ar gyfer y dyfodol, a dywedwch sut y gellid eu cyflawni.
Lluniwch un o'ch gobeithion neu ddymuniadau ar gyfer y byd—e.e. llun o'r dyfodol fel y byddech chi'n dymuno iddo fod.
Gwrandewch ar ddarn o gerddoriaeth sy'n mynegi gobaith ac ymatebwch iddo—e.e. Ode to Joy (Nawfed Symffoni Beethoven) neu Symffoni Rhif 7 y Byd Newydd gan Dvořák.

PAWB

GWYBODAETH YN UNIG

Helpu Plant i Gymryd eu Camau Nesaf tuag at Annibyniaeth: Gwrando

Mae gwrando yn un o'r sgiliau sy'n tyfu'n dawel yng nghefndir diwrnod plentyn, ond mae'n chwarae rhan ganolog yn y graddau y maent yn cymryd rhan ym mywyd yr ysgol. Nid yw gwrando da yn golygu aros am dro i siarad yn unig. Mae'n weithred fwriadol sy'n helpu plant i ddeall beth sy'n digwydd o'u cwmpas, dilyn arferion, dysgu gan eraill, a chymryd rhan mewn sgyrsiau â phwrpas.

Mae plant yn dechrau datblygu'r sgil hon trwy eiliadau bach o sylw. Maent yn sylwi ar gyfarwyddyd, yn troi at siaradwr, neu'n oedi'n ddigon hir i gymryd syniad syml i mewn. Mae'r arwyddion cynnar hyn yn dangos bod plentyn yn dechrau cysylltu gwrando â dealltwriaeth. Wrth iddynt aeddfedu, maent yn dod yn gallu dal gwybodaeth am gyfnod hirach, ymateb i'r hyn y maent wedi'i glywed, a chydnabod bod gwrando yn eu helpu i lwyddo. Mewn sefyllfaoedd grŵp maent yn dechrau dewis syniadau allweddol, gofyn cwestiynau eglurhaol, a chyfrannu mewn ffyrdd sy'n dangos eu bod wedi deall y drafodaeth hyd yn hyn.

Yn yr ysgol, mae staff yn helpu plant i ddysgu sut i wrando gyda bwriad. Mae staff yn modelu gwrando gweithredol drwy ddangos diddordeb yn syniadau disgyblion, drwy grynhoi’r hyn maen nhw wedi’i glywed, a thrwy ofyn cwestiynau dilynol meddylgar. Mae’r ymddygiadau hyn yn dangos bod gwrando yn rhywbeth sy’n cryfhau perthnasoedd ac yn gwneud dysgu’n fwy cydweithredol. Mae staff hefyd yn darparu arwyddion clir ar gyfer gwrando fel ystumiau, awgrymiadau gweledol, neu gyfrif i lawr byr sy’n helpu pawb i dawelu eu sylw cyn i esboniad ddechrau.

Gall teuluoedd gefnogi hyn gartref drwy greu cyfleoedd byr, bob dydd i blant wrando. Mae gofyn i blentyn wrando am ddarn penodol o wybodaeth yn eu hannog i ganolbwyntio ar ystyr yn hytrach na sain yn unig. Mae darllen yn uchel gyda’i gilydd yn cynnig cyfleoedd i drafod beth mae cymeriadau’n ei feddwl neu’n ei deimlo, sy’n meithrin gwrando dyfnach a mwy myfyriol. Mae arferion cyffredin, fel rhoi un cyfarwyddyd ar y tro neu wahodd plentyn i ailadrodd rhan o neges i aelod arall o’r teulu, yn helpu plant i ymarfer dal gwybodaeth mewn cof.

Mae plant yn elwa o wybod sut mae gwrando’n teimlo yn eu cyrff. Mae anadlu’n dawel, wynebu’r siaradwr, a chael dwylo’n rhydd i gyd yn gwneud gwahaniaeth. Pan fydd oedolion yn enwi’r ymddygiadau hyn yn ysgafn, gall plant ddechrau adnabod pryd maen nhw’n gwrando’n dda. Mae sylwadau fel “Fe wnaethoch chi oedi ac edrych arna i, a helpodd hynny chi i ddeall y cam nesaf” yn dangos y cysylltiad rhwng gwrando a llwyddiant heb roi pwysau ar y plentyn.

Nid yw gwrando yn golygu ffocws perffaith bob amser. Mae'n golygu dysgu sut i ddychwelyd i sylw ar ôl tynnu sylw, sut i sylwi pan fydd rhywbeth yn aneglur, a sut i ddangos diddordeb yn syniadau pobl eraill. Mae plant sy'n datblygu'r arferion hyn yn dod yn fwy hyderus mewn gwaith grŵp ac yn fwy abl i reoli tasgau sy'n dibynnu ar gyfarwyddyd gofalus. Maent hefyd yn meithrin perthnasoedd cryfach oherwydd eu bod yn dangos i eraill fod eu geiriau'n bwysig.

Mae gwrando yn cefnogi pob llinyn arall o annibyniaeth. Mae'n helpu plant i feddwl yn ofalus, gweithio ar y cyd, a gwneud dewisiadau ystyriol. Pan fydd y cartref a'r ysgol yn annog yr un arferion, mae plant yn dysgu bod gwrando yn sgil sy'n werth ei hymarfer a'i fod yn eu helpu i ymdrin â dysgu gyda mwy o hyder a phwrpas.

Ydych chi eisiau gweld ein fframwaith cyfan er mwyn gweld holl linynnau annibyniaeth? Lawrlwythwch isod:

PAWB

ANGEN GWEITHREDU

Gwisgwch Las ar gyfer Ymwybyddiaeth MPS!

Dydd Gwener nesaf (24ain o Ebrill), byddwn yn cynnal diwrnod codi arian i gefnogi un o'n plant, eu teulu a Chymdeithas MPS. Felly, i gefnogi ein Ayla hyfryd, ddydd Gwener nesaf byddwn yn gofyn i bawb wisgo rhywbeth glas a rhoi arian tuag at gymdeithas MPS (£1, £2 neu £5) . Darllenwch beth sydd gan Sam, tad Ayla, i'w ddweud:

Helo Bawb 😊

Sam ydw i ac rwy'n dad i uwcharwr bach yn y Meithrin. Ar 26 Ebrill, 2026, byddaf yn rhedeg Marathon Llundain i godi arian ar gyfer Cymdeithas MPS.

Cafodd ein merch Ayla ddiagnosis yn anffodus o syndrom MPS-1-Hurler ym mis Ionawr 2024 ar ôl bod yn sâl ers ei geni. Mae syndrom Hurler yn gyflwr genetig hynod brin lle mae'r corff ar goll ensym sydd ei angen i chwalu cadwyni hir o foleciwlau siwgr. Heb yr ensym hwn, mae'r siwgrau hyn yn cronni ledled y corff, gan achosi niwed cynyddol i organau a systemau hanfodol, gan gynnwys yr esgyrn a'r ymennydd, gan arwain yn aml at oedi datblygiadol.

Yr unig driniaeth a allai roi cyfle i Ayla fyw y tu hwnt i'r disgwyliad oes cyfyngedig iawn sy'n gysylltiedig ag MPS-1 heb ei drin oedd trawsblaniad celloedd bonyn. Ym mis Mawrth 2024, dim ond wyth wythnos ar ôl ei diagnosis, cafodd Ayla drawsblaniad llwyddiannus gan ddefnyddio llinyn bogail a roddwyd. Roedd ei hadferiad yn hir ac yn heriol, a threuliodd bron i flwyddyn gyfan wedi'i hynysu o'r byd y tu allan tra bod ei system imiwnedd yn ailadeiladu.

Drwy gydol y daith hon, rydym wedi cael cefnogaeth anhygoel gan Gymdeithas MPS. Rwyf am godi cymaint o arian â phosibl i helpu i sicrhau y gall yr elusen anhygoel hon barhau i gefnogi teuluoedd fel ein un ni, darparu arweiniad a chyfleoedd i blant fel Ayla, ac ariannu ymchwil hanfodol i'r cyflyrau dinistriol hyn.

Mae Cymdeithas MPS hefyd wedi darparu hyfforddiant arbenigol i Ysgol Panteg, gan alluogi Ayla i gael mynediad diogel at addysg brif ffrwd. Fel rhieni sy'n ceisio llywio cyflwr mor gymhleth a phrin, mae eu cefnogaeth a'u heiriolaeth wedi bod yn amhrisiadwy - byddem wir wedi bod ar goll hebddynt.

Rydym hefyd wedi dogfennu taith Ayla ar Instagram i helpu i godi ymwybyddiaeth. Os hoffech ddysgu mwy am MPS neu weld pa mor bell y mae hi wedi dod, gallwch ddilyn ei stori yn @aylavshurlers. Ewch hefyd i @mpssocietyuk i weld y gwaith anhygoel maen nhw'n ei wneud.

Mae hyfforddi ar gyfer y marathon wedi mynd yn hynod o dda hyd yn hyn ac rwy'n dechrau cyffroi am yr achlysur. Mae gallu gwisgo fest Cymdeithas MPS a rhoi yn ôl iddyn nhw am yr holl waith caled maen nhw'n ei wneud i gefnogi plant ac oedolion sy'n byw gyda'r cyflyrau prin, sy'n cyfyngu ar fywyd hyn yn golygu llawer iawn i mi.

Diolch yn fawr iawn i bawb sydd wedi rhoi hyd yn hyn ac wedi helpu i gael fi o fewn pellter cyffwrdd i'm targed. Fy nod yw mynd allan yna, mwynhau'r diwrnod, a rhedeg fy nghalon allan am rywbeth sy'n golygu popeth i mi, a gobeithio gwneud pawb yn falch.

Hefyd diolch yn fawr iawn i Ysgol Panteg am ein cefnogi mor llwyr ac am feithrin Ayla, gan ganiatáu inni deimlo'n gyfforddus yn eich gofal. Rhywbeth a oedd yn teimlo'n frawychus iawn i ni yn ôl ym mis Medi.

Mae'r gefnogaeth a ddangoswyd i Caleb, ei brawd mawr, drwy gydol hyn i gyd wedi bod yn ddiysgog. Rydym yn hynod ddiolchgar am y caredigrwydd a'r ddealltwriaeth rydych chi wedi'u dangos i'n teulu, ac am helpu gyda'r codi arian trwy drefnu'r digwyddiad hwn.

Sam Saunders 💙

PAWB

GWYBODAETH YN UNIG

Ein Wythnos Gyntaf yn Ôl

Am wythnos gyntaf wych yn ôl! Treuliodd yr ysgol gyfan amser yn creu torch dosbarth hardd i ddathlu a hyrwyddo ein hawliau a'r gwerthoedd sydd bwysicaf i ni fel cymuned. Mae'r garlandau hyn bellach yn cael eu harddangos yn falch ar ddrysau ein hystafelloedd dosbarth, gan gynnig dechrau llachar a chroesawgar i bob diwrnod.

Fe wnaethon ni hefyd ymgolli mewn celf, gan gymryd ysbrydoliaeth o Flodau Almon Vincent Van Gogh i nodi dechrau tymor yr haf a'r lliwiau bywiog sy'n ymddangos yn y byd naturiol o'n cwmpas. Roedd y plant wrth eu bodd gyda'u canlyniadau creadigol.

Cynhaliwyd Diwrnod Dim Pennau, ac yn ystod rhan ohono gwnaeth disgyblion Cam Cynnydd 1 a 2 smwddis ffrwythau ffres, tra bod Cam Cynnydd 3 yn creu bowlenni granola blasus i'n helpu ni i gyd i hyrwyddo cyrff iach. Yna daethom ynghyd i fwynhau'r danteithion hyn fel cymuned ysgol.

Cysylltiadau pwysig a all fod o ddefnydd i chi:

Samaritans: 116 123 (24 awr y dydd / 24 hours a day)

Wales Domestic Abuse Helpline: 0808 80 10 800 (8.00am-2.00pm & 8.00pm-2.00am pob dydd / every day).

Mind Cymru: 0300 123 3393

Childline: 0800 1111 (24 awr y dydd / 24 hours a day)

Women’s Aid: 01495 742061 (24 awr y dydd / 24 hours a day)

Eastern Valley Food Bank: 01495 760605

This month, we’re continuing our monthly series of stories for thinking. They are short tales you can read or listen to with your children, designed to spark meaningful conversations and reflections at home. As a school, we’re proud to place critical thinking at the heart of learning, nurturing thoughtful minds and curious voices. Keep an eye out for our 'Little Voices, Big Ideas' story feature, shared in the first bulletin of each month. It’s time to dive into our second story for thinking. Let’s read together and see where our ideas take us!

Pandora's Box: A Story of about Hope

Long ago, according to Greek legend, the world was a happy place. No one had ever heard of illness or disease. There was no anger or hatred. No one was lazy, hungry or cruel. Everyone on Earth was so happy that the gods themselves became jealous. So the gods decided they would punish mankind with all kinds of trouble. Zeus created a beautiful young woman and called her Pandora. He sent Pandora to Earth and gave her a strange box to take with her.

When a young man called Epimetheus saw Pandora, he fell in love with her, and she agreed to become his wife.

‘What is in that box you carry with you?’ asked Epimetheus.

‘It was given to me by Zeus, king of the gods,’ said Pandora. ‘I do not know what is inside it.’

‘Then promise me that you will never open it,’ said Epimetheus, ‘for it might bring us trouble.’

Pandora put the box in the corner and promised not to touch it.

After a while, Pandora became curious about the box. She sat and looked at it, wondering what was inside. She went close and thought she could hear strange sounds and whisperings coming from it. Surely it would not matter if she had a quick look inside? Carefully, she untied the golden rope which was wrapped around the box. She was just about to open the lid when she remembered her promise not to touch it.

‘A little peep can do no harm,’ she thought. Her fingers touched the lid.

Should she open it or not?

Slowly, she lifted the lid. With a scream, she tried to shut it again. Too late! Out flew a swarm of ugly-looking creatures. They were the spites that trouble humankind: Anger and Greed, Hatred and Cruelty, Gluttony and Disease, Fear and Jealousy, and many more. Try as she might, Pandora could not stop them. They swarmed around her like angry wasps and stung her. Then they flew out into every corner of the world.

At last, Pandora shut the lid of the box. Then she heard a soft tapping and a whisper – ‘Let me out, let me out!’ What should she do? Once more she opened the lid of the box. Out flew the last thing left inside. It was like a beautiful bird with shining wings. It was Hope. And Hope too flew out into the world. Now, no matter where troubles go, you will also find—if you look—that Hope is there also.

Thinking About the Story

Key Question: What does the story mean?

What, according to Greek legend, was the world like long ago?
What did the gods decide to do? Why?
Who was Pandora?
What was it about the box that made Pandora feel curious?
Should Pandora have opened the box? Why?
What did the box contain?
What was the last thing to leave the box?
What does the story mean when it says that where troubles are, Hope is there also?
The story is a legend. Do you think it contains any truth?
What other title would you give to sum up the story?

Thinking About Hope

Key Question: What does hope mean?

What does it mean to have hope?
Do you hope for anything for yourself? Give an example.
Do you have any hopes for others? What are they?
Do you have any hopes about the future of the world? What are they?
Do you think there is hope in any situation, or are some situations hopeless? Give examples.
Do you think hoping is the same as wishing? Is it the same as wanting?
There is a saying: ‘It is better to travel hopefully than to arrive’ – do you agree?
Does hoping for things help make them happen?
Do you think everyone has hopes? Are they for the same things?
Could we have everything we hoped for? Why, or why not?

Further Activities

Act or mime your version of the story of Pandora’s Box.
Design and make your own version of Pandora’s Box.
Write down your hopes for the future, and say how they might be achieved.
Draw one of your hopes or wishes for the world—e.g. a picture of the future as you would wish it to be.
Listen to and respond to a piece of music expressive of hope—e.g. 'Ode to Joy' (Beethoven’s Ninth Symphony) or 'New World Symphony No. 7' by Dvořák.

EVERYONE

INFORMATION ONLY

Helping Children to Take Their Next Steps to Independence: Listening

Listening is one of the skills that grows quietly in the background of a child’s day, yet it plays a central role in how confidently they take part in school life. Good listening is not simply waiting for a turn to speak. It is a deliberate act that helps children understand what is happening around them, follow routines, learn from others, and take part in conversations with purpose.

Children begin developing this skill through small moments of attention. They notice an instruction, turn towards a speaker, or pause long enough to take in a simple idea. These early signs show that a child is beginning to link listening with understanding. As they mature, they become able to hold information for longer, respond to what they have heard, and recognise that listening helps them succeed. In group situations they start to pick out key ideas, ask clarifying questions, and contribute in ways that show they have understood the discussion so far.

In school, staff help children learn how to listen with intention. Staff model active listening by showing interest in pupils’ ideas, by summarising what they have heard, and by asking thoughtful follow‑up questions. These behaviours demonstrate that listening is something that strengthens relationships and makes learning more collaborative. Staff also provide clear signals for listening such as gestures, visual prompts, or short countdowns that help everyone settle their attention before an explanation begins.

Families can support this at home by creating short, everyday opportunities for children to tune in. Asking a child to listen for a specific piece of information encourages them to focus on meaning rather than sound alone. Reading aloud together offers chances to discuss what characters think or feel, which builds deeper, more reflective listening. Ordinary routines, such as giving one instruction at a time or inviting a child to repeat part of a message to another family member, help children practise holding information in mind.

Children benefit from knowing how listening feels in their bodies. Calm breathing, facing the speaker, and having hands free all make a difference. When adults gently name these behaviours, children can begin to recognise when they are listening well. Comments such as “You paused and looked at me, which helped you understand the next step” show the connection between listening and success without placing pressure on the child.

Listening does not mean perfect focus at all times. It means learning how to return to attention after a distraction, how to notice when something is unclear, and how to show interest in the ideas of others. Children who develop these habits become more confident in group work and more capable of managing tasks that rely on careful instruction. They also build stronger relationships because they show others that their words matter.

Listening supports every other strand of independence. It helps children think carefully, work collaboratively, and make considered choices. When home and school encourage the same habits, children learn that listening is a skill worth practising and that it helps them approach learning with greater confidence and purpose.

Want to see our whole framework to see all the strands of independence in one go? Download it here:

EVERYONE

ACTION REQUIRED

Wear Blue for MPS Awareness!

Next Friday (24th of April), we are going to be holding a fundraising day to support one of our children, their family and the MPS Society. So, to support our lovely Ayla, next Friday we are going to ask everyone to wear something blue and donate money towards the MPS society. We kindly ask for a donation of £1 (or more) in cash which will be given to the MPS Association. Read what Sam, Ayla's dad has to say:

Hello Everyone 😊

I'm Sam and I'm the dad of a little superhero in the Meithrin. On the 26 of April, 2026, I will be running the London Marathon to raise money for the MPS Society.

Our daughter Ayla was sadly diagnosed with MPS-1-Hurler syndrome in January 2024 after being unwell since birth. Hurler syndrome is an ultra-rare genetic condition where the body is missing an enzyme needed to break down long chains of sugar molecules. Without this enzyme, these sugars build up throughout the body, causing progressive damage to vital organs and systems, including the bones and brain, often leading to developmental delays.

The only treatment that could give Ayla a chance of living beyond the very limited life expectancy associated with untreated MPS-1was a stem cell transplant. In March 2024, just eight weeks after her diagnosis, Ayla underwent a successful transplant using a donated umbilical cord. Her recovery was long and challenging, and she spent nearly a full year isolated from the outside world while her immune system rebuilt.

Throughout this journey, we have been incredibly supported by the MPS Society. I want to raise as much money as possible to help ensure this amazing charity can continue supporting families like ours, provide guidance and opportunities for children like Ayla, and fund vital research into these devastating conditions.

The MPS Society has also provided specialist training to Ysgol Panteg, enabling Ayla to safely access mainstream education. As parents trying to navigate such a complex and rare condition, their support and advocacy have been invaluable — we truly would have been lost without them.

We have also documented Ayla’s journey on Instagram to help raise awareness. If you would like to learn more about MPS or see how far she has come, you can follow her story at @aylavshurlers. Please also visit @mpssocietyuk to see the incredible work they do.

Training for the marathon has gone extremely well so far and I’m starting to get excited about the occasion. Being able to wear the MPS Society vest and give back to them for all the hard work they put into supporting children and adults living with these rare, life limiting conditions means a huge amount to me.

A huge thank you to everyone who has donated so far and helped get me within touching distance of my target. My aim is to go out there, enjoy the day, and run my heart out for something that means everything to me, and hopefully make everyone proud.

Also a huge thank you to Ysgol Panteg for supporting us so completely and for nurturing Ayla, allowing us to feel comfortable in your care. Something that felt very daunting for us back in September.

The support shown to Caleb, her big brother, throughout all of this has been unwavering. We are incredibly grateful for the kindness and understanding you have shown our family, and for helping with the fundraising by organising this event.

Sam Saunders 💙

EVERYONE

INFORMATION ONLY

Our First Week Back

What a great first week back! The whole school spent time creating beautiful class wreath to celebrate and promote our rights and the values that matter most to us as a community. These garlands are now proudly displayed on our classroom doors, offering a bright and welcoming start to each day.

We also immersed ourselves in art, taking inspiration from Vincent Van Gogh’s Almond Blossom to mark the beginning of the summer term and the vibrant colours appearing in the natural world around us. The children were delighted with their creative results.

We held a No Pens Day, during part of which Progress Step 1 and 2 pupils made fresh fruit smoothies, while Progress Step 3 created delicious granola bowls to help us all promote healthy bodies. We then came together to enjoy these treats as a school community.

Important contact details that could be of use to you:

Samaritans: 116 123 (24 awr y dydd / 24 hours a day)

Wales Domestic Abuse Helpline: 0808 80 10 800 (8.00am-2.00pm & 8.00pm-2.00am pob dydd / every day).

Mind Cymru: 0300 123 3393

Childline: 0800 1111 (24 awr y dydd / 24 hours a day)

Women’s Aid: 01495 742061 (24 awr y dydd / 24 hours a day)

Eastern Valley Food Bank: 01495 760605