On the basis of the evidence gathered, it appears that progress is not recorded in the form of robust data in all cases; there is, instead, a dependency on narrative evidence from teachers.
Ar sail y dystiolaeth a gasglwyd, mae’n ymddangos nad yw cynnydd yn cael ei gofnodi ar ffurf data cadarn ym mhob achos, ac yn hytrach dibynnir ar dystiolaeth naratif gan athrawon.