 Ond mae'n gwneud y pwg, mae'n ddweud o'r rhan o'ch cyd-gol gyda'r ysgrifennu o'r gweithio. Mae'r gwaith yn fawr, mae'r ddweud o'r rhaglionwch, mae'r gweithio. Rydyn ni'n dweud o'r ddweud o'r rhaglionwch, ychydig i'w ddweud o'r cyd-gol, o'r cyd-gol yn ddweud o'r ddweud o'r cyd-dweud o'r rhaglionwch yma, eich ddweud o'r ddweud o'r cyd-dweud o'r rhaglionwch. Da i debonio y llyfr, mae ymrophwyr hwn yn taed. Mae'r burnedys iawn yna. Mae'n ddim yn ei ff zwefnio'n gyd y gallwn i'r ddiddir nodi gyda'r ddiddir. Yn ymddangos, mae mae'r dda gennych o'i a'r ddiddir, mae'n ddim yn constraints. Rydych chi'n meddwl dwi'nweud y gallwn hwn. Dwi'n gydigau i digwydd i'r ysbwrdd yn ysgol edrych, ac mae gweithio yn ei ddiddir o'i bydd i'r ein ddiddir. Mae gydig i'n meddwl i'r gwaith y cant sydd ddiddir yoeth wedi rhoi eich dyn aerbydd o'r ddechrau o gyllideb, ac ond yr aes yn dweud bod oes i'r ystyried a'r arlaen neu'r ddechrau ond eich dweud dweud o'ch dros y llfa o'r penderfynol. Mae'n dweud, o'n rhefru bod yr un â'i ddweud, oherwydd mae hynny wedi'n dechrau efallai yn bruddion sydd wedi i ni fod yn enormously mewn ei ddweud o feiths. Mae'r ddweud yr un ganmell ac mae'n ddechrau bod aeith yn dweud felly eu bod y ddweud ar y cwrs yn her newlydd ond dwi'n gweld yn fwyno gwylio'n rhaid i'r ddechrau, sydd yn fwyaf i'r ddechrau yn cael ei ddechrau oedd y wideriaid, ond dwi'n ddweud o bryd. Ac ydych chi'n gweld ei'n fwyaf i'r ddechrau, dwi'n ddweud i chi i ymddangos, dwi'n ddweud, wedi'u a chydnodd ni'n fwyaf, o'r ddweud i'r ddweud i'r ddweud i'r ddweud i'r ddweud i'r ddechrau, o'r ddweud i'r ddweud i'r ddweudio, ar y lleidio'r ystyried. I think that's because we've got a strong pastoral element to the school that the staff are aware that we will be working in those kind of circumstances. So that's what they expect of us, isn't it? I know where our lines are with confidentiality. And again, on an individual basis, when we think staff really need to know pretty much all the information, we would pass that information on. But it is different from one from the other. I'm thinking of the ones who possibly haven't gone as far as LRSP, but we've had school nursing, we've had the parents, and we've had the youth worker in. And the concerns were about attendance, the amount of work they had to do when they weren't with us in school. And it's then supporting that child by reducing their timetable because they couldn't cope with, you know, we're talking going on to key stage four now when you're looking at from V-tex and GCSEs, couldn't cope with a full timetable, reducing it down and then offering the support then of our inclusion room in school where during the span lessons they could go there and work on their other subjects as well. And then the support then would come internally from our pastoral support officer who was there to guide them through what they needed to do for the other subject. But the pressure isn't on there for us as in somebody with a full timetable. And that depends totally on the individual, doesn't it? It does, yeah.