Le début détermine la fin

How do we start teaching French at Michaela?

“L’école, c’est crucial : le début détermine la fin.” – Abd al Malik

Our year 7s have had three weeks of secondary school French. Our pupils have been introduced to our favourite character, Monsieur Forgeron. What do our new pupils have to say about Monsieur Forgeron?

Of course, Monsieur Forgeron is none other than Barry Smith, our Deputy Head. He has the most remarkable rapport with the pupils, which allows for this kind of innocent cheekiness and provides a lovely basis for some great language to start pupils off.

We pick words that are, in theory, phonically challenging; words like ‘malheureusement’, ‘chauve’, ‘Monsieur’ and ‘dingue’ with unfamiliar vowel combinations, silent letters and non-English pronunciations. We then teach them explicitly, and draw links between those words and other ones. ‘moi, noir, soir, revoir, foire, patinoire’.

We’ll do this regularly, until the patterns are embedded. It also exposes the kids to loads of French, which they remember as much as a result of the phonic patterns as the meaning. It’s a way of reinforcing their understanding with the sound and vowel patterns as a hook. It seems to work.

We have precious little classroom display, but we do have posters featuring the common letter combinations, as a reminder of the differences on which we focus. They make such a huge difference to pupils’ pronunciation, which in turn engenders huge confidence and enjoyment of the process of reading.


I’ll write next about how we read, and how we present the language to pupils so that they understand, remember, employ and manipulate it.  However, I believe that our simple focus on phonics and the written word at the very beginning creates a fantastic foundation for everything that follows.  Our oldest year group are in year 9, and it’s wonderful to witness what they can do even at this stage, from such humble beginnings.  Here is a clip of year 8, one year into their French learning careers:

We’re hiring for September 2017.

If you like what you read, and think you’d enjoy teaching like this, get in touch. Come and visit. Michaela is a growing school with fantastic pupils, excellent teachers, a real focus on subject expertise and a no-nonsense approach.  If you love teaching the French language, and are fed up of games and pictures, drop me an email at jlund@mcsbrent.co.uk.  Apply to teach here: http://mcsbrent.co.uk/french-teacher-vacancy/



The Shop

We’re all about personal responsibility at Michaela. We expect every pupil to arrive at every lesson with a full complement of equipment.

We also believe in supporting our pupils to take responsibility. We encourage pupils to purchase a ‘back up pack’ which contains all of the equipment they might need for a few years – dozens of pens, pencils, rulers, rubbers and so on. All items are sold at cost price.

We also have a small equipment shop that runs each morning before school. Pupils arrive at school in time to purchase anything they need for their pencil cases and work packs. I took over the running of the shop this year. It’s one of the most sought-after duties. People really enjoy playing shop, apparently.

Last week, I was late to arrive at my duty one morning. I dashed down the stairs, imagining hordes of children needing to purchase equipment for the new term.

I got to the hall to find that two of our Future Leaders – prefects – had already assembled the shop cabinets, asked for the change pot, set up the tally chart, and were deftly serving a quiet line of pupils.

We believe in personal responsibility, and we have pupils who live by that same belief. It was a lovely reminder of how far our pupils have come in the two short years we’ve had them.


Oh, my days

I was in the yard this morning and heard a pupil, drenched in the downpour and running under the canopy, exclaim “Oh, my days!”.  My customary reaction to this kind of slang is to rush over, a look of horrified concern on my face, and ask the child if their days are okay.  I usually get a giggle in response.

Today, however, I watched as 360 pupils assembled themselves under the canopy in the playground in twelve perfect, hushed lines.  Those who hadn’t remembered their umbrellas were sopping wet, squeezing water from their hair and patting at their raincoats to drain the drizzle.  Then, they took their packs of equipment out of their bags, undid their coats, and waited calmly to lead into school.

And as I watched, I thought. “Oh, my days.”


My two cents for MFL Trainees

If I could go back three years and give my trainee self a few pieces of advice, I would tell her this:

Behaviour is the keystone.

Before you set foot in the classroom, know what you expect from the kids in terms of effort, attitude and interaction.  Make sure you know what your school expects as well, and what the systems are that reinforce those expectations.  Then, don’t let up – keep pupil behaviour at the forefront of your thinking, and don’t compromise on what you want and need to feel comfortable in the classroom.  If you need to go in more strict than you thought you would in the first few months, there’s no harm in that.  If you can maintain clarity and consistency, you can smile as much as you like before Christmas.

Keep it simple.

Even as a trainee, when you have a light timetable and time set aside for reading, researching, writing essays and compiling evidence, you will have enough to do to fill a 90-hour week.  If you let it.  So start with your lessons, and keep them simple.  Don’t waste time creating resources and reinventing the wheel.  Use your colleagues’ resources, or download them off TES if you must, but don’t spend your evenings making cardsorts etc. – you’ll probably never use them again and the kids will spend far less time using them than you’ve spent making them.  Even better, just use a textbook.  Choose a decent one, read it, get a feel for how the topics, knowledge and skills are taught, and then think about how you’re going to use explanation and practice examples to make them a bit more interesting.  Think about how you learned, and harness that experience to teach your pupils.

Get the kids reading out loud, or writing in silence, as much as you can.

You can speak your language well and with a fine accent.  The pupils will learn their pronunciation, intonation and accent from you.  So read out loud with them, lots, and get them to read out loud to you.  Individually is fine, as it’s a chance for each pupil you call on to practise, and for others to listen to their reading and your corrections.  Get them writing lots as well – whether it’s translation sentences, exercises from the textbook, even just copying words out correctly to learn the spellings, it’s a great discipline, can yield great results, and gives you the opportunity to circulate and help in a calm classroom.  If this isn’t possible, you can always try to get short bursts of writing into your lessons at regular intervals.

Try not to work evenings and weekends.

Many trainees will, at the behest of their schools or themselves, work all the hours they can.  If you have the choice not to, don’t allow work to fill all of your available time.  I liked to do a few hours on a Sunday evening to prepare for the week ahead, because it made my life easier, but sometimes found work expanding into my evenings too.  And, of course, because there were what we called ‘pinch points’ (lots of work to do in a very short time) I sometimes found myself working both evenings and weekends.  If you find yourself having to work all hours, ask for advice – perhaps there’s something your colleagues or the school can do to help.

Exercise/Meditate/Eat well.

When work and assignments and the other exigencies of your training years get on top of you, these are often the first things to go.  However, there’s no better way of managing the possible stresses of the year than putting these things first.  You have to come first.  And, related to that…

It’s all about what you do in the classroom.

If you have to make a choice, prioritise what happens in the classroom over everything else.  If you fall behind on marking, don’t let it impact on what you do in lessons (of course, you’d be best off not doing it at all…); if you gather other responsibilities, don’t let them impact on what you do in lessons; if you have a million and one things to think about, think about what you’re going to teach and how first.  It’s in lessons that you have the most to offer and the most to learn, so make sure you’re in a position to give it your best.

You’ll have a ball.  Good luck.

Something we do – Differentiation

Successful differentiation was always the pipe dream of my teacher training.  How could I ensure that all of the pupils in the class were able to successfully access and retain as much of the content of the lesson as possible?  Even when I taught sets, there was a wide variety of abilities.  What I found was that ‘ability’, in the context of language learning, was down to speed of understanding and memory.  Some kids were really quick to pick things up, and could remember them long afterwards; others were much slower, or had memories like colanders.

Here are some things that I tried:

  1. All/Most/Some objectives: this made me feel better, because I could set the ‘All’ objective deliberately low and, by ensuring that they all got there, fool myself into thinking that it had been a decent lesson.
  1. Differentiated worksheets: these were usually printed on different colour paper, not to make it clear to the kids who was doing which, but to help me when I gave them out (but of course the kids knew exactly what they meant). There were so many worksheets.  Cost to the school, the environment and my sanity: huge.
  1. RAG: after the ‘presentation’ and ‘whole-class practice’ phases, the kids would hold up their planners displaying red, amber or green cards, and then be set a differentiated task based on how they felt about the content. The kids knew that red was the easy ride, so the bright lazy kids would pick that.  Sometimes, I would have the energy to split off the red group from the rest of the class and do some further explanation and group practice.  In the meantime, the kids would almost certainly not be beavering away at the lovingly created tri-partite activities, preferring instead to fuss over pens and love triangles while I was supporting the weakest kids.
  1. Extension tasks: I made a wall display with plastic pockets pinned up, containing extension worksheets for different topics and year groups. The idea was that if the kids had finished their own sheet, they would have the excitement of getting up out of their chair to collect another piece of work that would challenge them further.  These were not used as eagerly as I’d hoped.
  1. VAK. Ack.  Yes, this was still a part of teacher training in 2013, and yes, I still tried to do a number of things as a result – running dictations, in which the kids actually ran around; prodigious use of pictures and funny voices…  I’d prefer not to dwell.
  1. Sticker marking: when a task was completed, I would review and, rather than writing an in-depth comment, place a coloured sticker dot on the work, which would then tally to a next step that the pupils would write next to the dot, and then pick up yet another differentiated activity to tackle that next step.
  1. Differentiated questioning: this did, and still does, work, but not in the way that I started using it. From 2013 to 2015 I used lolly sticks with coloured dots to indicate the level of question I should be pitching at each child (like I didn’t already know what each child could answer).  I would direct the simplest questions to the weakest kids – recall questions of simple words, as mandated by Bloom’s.  I would ask the bright kids ‘find the link’ or ‘guess what’s in my head’ questions, because I thought that would make them think more.  It usually elicited an answer that made sense but was wrong, or that was right but lacked real understanding.

I re-read this list and think, ‘God, did I do all that?  I must have been some kind of superwoman!’  The unfortunate truth is that I did some of them a lot, but the rest only once or twice, being too frazzled and exhausted and overwhelmed and disorganised to commit to them – those arduous, time-consuming, resource-heavy strategies – in the long term, and thereby habituate them.  And even if I had habituated, they were not having the desired effect: my weakest kids were not learning as much as the rest, and the strongest were bored because they were being sidelined in favour of the weakest.  And the middle kids, bless them, were just bimbling along unnoticed.

Flash forward to 2016, and this is how I ensure that all pupils access the content of the lesson:

  1. I tell the kids – all the kids – exactly what they need to know, all the time. This is the single greatest leveller in terms of accessing the content of the lessons.  No guess-work, no choosing from multiple possibilities, just the stuff.  This is supported by parallel texts, dodgy English translations, complete clarity in the presentation of all language.  The kids who don’t need the constant reference points don’t use them; the ones that do, do, and their peers aren’t any the wiser.  We give them lots of support to memorise spellings and meanings (SOMEONE’s coming to visit QUeen ELizabeth, it’s another QUeen with a ‘ in her hat, riding a UNicorn!  Hey, WHY are you POURing your QUOIffee over me?  Okay, that last one’s a bit of a stretch, but they love a bit of New York), and we repeat things all the time.
  1. Then there are the things we do to support their pronunciation and reading: silent letters, underlined vowel combinations, lots of listening to the teacher read. It’s for this reason that the weakest kids in the class have very good French accents, which is the minimum that we should be aiming for.  The strongest kids, well…  You can hear them on the Michaela YouTube account.  They’re absolutely stunning. But everybody is better than I was at their age, which is great.
  1. Loads and loads and loads of practice questions: this way, the quickest kids have plenty to be getting on with while the slower kids make their way methodically through the activity. The words and phrases we’re teaching them are all, without exception, useful and interesting and exam-winning French, so it doesn’t matter that the weakest are going more slowly, they’re still learning the most valuable stuff.  Past, Reasons, Opinions, Future, Subjunctive.  Proverbs, Idioms, Expressions.  So, we have activities with 100+ questions, to keep them all thinking, and reading, and checking, for as long as it takes.
  1. Differentiated questioning: I estimated this week that I ask an average of 500 questions a lesson – these range from instant recall (Yesterday – hier – I went – je suis allé – to the stadium – au stade – but frankly – mais franchement – although I am – bien que je sois – rather sporty – plutôt sportif – it is rare that I go – il est rare que j’aille…) to asking about grammatical patterns (qu’est-ce qu’il faut faire pour que ce soit féminin? Pupil: Mademoiselle, ça crève les yeux, il faut ajouter un ‘e’ à la fin), as well as other things. Yes, I will ask Travis to translate longer sentences than Allie, but the questions usually differ only in terms of length, or in terms of the amount of time we’ve spent reading and practising particular phrases.  At the moment, my year 7s are brilliant at ‘bien que je sois/il est rare que j’aille/il faut que je fasse’, but less good at ‘bien qu’il soit/il est rare qu’ils aillent/il faut qu’elle fasse’ so I’m asking those questions more frequently (at the moment) to the ones who’ve mastered the former.  The rest will get there.

And that’s it.  No worksheets.  No extra time spent preparing resources.  More time thinking about questions, and creating and practising patterns, but that’s the work of a moment when compared to the time I used to spend making powerpoints, worksheets, writing activities, creating wall displays and thinking about how to incorporate the various strategies I was exhorted to use during my training.  I am calm, and focused on what my pupils – all my pupils – are learning.  My energy goes on that.  And their French – even that of the pupil who struggles the most in the weakest class – is really good.

Like the sound of a no-nonsense approach? We’re hiring in most subjects! More information here: http://mcsbrent.co.uk/teacher-vacancies/

Something we do – Speaking

The teachers at Michaela speak a lot.  They are founts of knowledge.  They might spend the majority of lesson time talking.  Much of that is instructional; a lot of it is questioning.  Rapid-fire, constant questioning is a feature of many Michaela lessons.  Critics of traditional teaching methods might imagine a silent classroom in which the teacher talks at length and then the pupils write down their answers to questions or do practice drills.  If you were to visit Michaela, you would see a huge amount of interactivity, hands shooting up to demonstrate recall and to ask and answer questions.  The kids are proud of their contributions, and they have plenty of opportunities to make them.

With respect to speaking, the Michaela French department is no exception.  You can’t shut us up.  We love the sound of our own voices.  We’re actors and actresses with audiences of 30 children four or five times a day.  What you may not be able to glean from the way in which we describe our teaching is how much the kids talk too.  (And shout and chant and sing and try to outdo the opposite classroom with the volume of our alphabet and number recitations – it gets pretty loud).

Last week, I wrote about how we read.  Nearly all of our reading is done out loud, which allows pupils to practise and perfect their pronunciation (if you listen to the examples in that post, you’ll see that it’s working!).  We also read out loud individually.  How does that work in a classroom of 30-odd pupils?  Each pupil puts their hands over their ears, and then reads and re-reads a passage of text so that they can hear themselves but not anybody else.  It works.  We can then walk around and catch any errors or encourage better pronunciation of particular words and phrases.  We can also nudge those who are not putting in enough effort into their projection, articulation and expression.  At the end I also give merits to pupils who have put real thought and effort into those things.  Pupils can then read out loud one at a time to the whole class with a greater sense of confidence.  This opportunity to practice beforehand is perfect for less confident pupils to go over the text a few times before reading to others; it’s perfect for all the others to develop a sense of the meaning of the text and read with expression, in addition to understanding.

The teachers read out loud a lot as well.  We do this in a very theatrical fashion, with a hammed up French accent and putting deliberate emphasis on accents and the sounds of particular vowel combinations – we’re overemphasising the pronunciation because pupils so easily under-emphasise it.  We intercut our reading with notes on what we’re reading – either to do with the meaning or the morphology of the word.  Remember, this is all done as a parallel text, so the meaning of the words is already clear.

“J’adore fAIre mes devOIrs – my homeworkS, in French, c’est au pluriel, mais évidemment les lettres ‘s’ sont [they all chime in ‘MUETTES!’] – en Écoutant, É-cOU-tan, la lettre ‘t’ est muette, il y a un accent, quel genre d’accent, oui un accent aigu – de la musique – of the music. Mais franchement – franchement, onze lettres, fran-che-ment, the -ment means ‘ly’ in French, like normally, normalement – je prÉfÈre lire – I prefer to read, regardez le mot ‘préfère’, il y a deux accents, quels accents? Oui, un accent aigu et puis un accent grave, it makes a mountain towards the f…”

In this way, reading a short (10-15 lines) passage of text, and repeating the bits they know less well, can take up to ten minutes.  We ask questions while we’re doing it, and get pupils to commentate on the words as well.  They really enjoy putting their hands up to interrupt with observations we might ‘forget’, saying things like “alors, Mademoiselle, évidemment il faut souligner les voyelles AI dans le mot ‘faire’.”

Much of the rest of the speaking in class is done as rapid-fire translation:

Yesterday – Hier – I went – je suis allé – to the stadium – au stade – with my brother – avec mon frère – but unfortunately – mais malheureusement – one must say that – il faut dire que – it was – c’était – rather boring – plutôt ennuyeux – because – parce que – I don’t like – je n’aime pas – to play at foot – jouer au foot. So – Donc – it is rare that I go – il est rare que j’aille – to the stadium – au stade – because I prefer – parce que je préfère – to stay at home – rester chez moi – where I watch the telly – où je regarde la télé – having done my homeworks – ayant fait mes devoirs. Tomorrow – Demain – I’m going to go – je vais aller – to the swimming pool – à la piscine – with my mates – avec mes potes – and it will be great – et ce sera genial – because I love to swim – parce que j’adore nager.

There are hundreds of similar phrases that we construct using regularly recycled, wonderfully rich and varied vocabulary.  Our Year 8 pupils can translate at length on a range of subjects, including language learning itself:

Pour moi, et évidemment c’est un avis personnel, si on veut maîtriser une autre langue, la chose la plus importante, c’est la lecture.  Ça va sans dire.  Mais ça ne vaut pas la peine de lire si on ne réfléchit pas en lisant…

This can go on for several minutes!

As a result, our classrooms are full of pupils speaking French.  Reading out loud, translating beautifully, and giving answers about spellings.  This is a typical exchange with my year 7s:

“Le mot ‘introverti’, comment ça s’écrit (how that itself writes)?  Ikram.”

“I-N-T-R-O-V-E-R-T-I [note: this is spelled using the French alphabet].  Mais Mademoiselle, il faut ajouter la lettre ‘e’ à la fin si c’est féminin.”

“Oui, tu as raison (you have reason, you’re right).  Et comment dit-on ‘me interests’, Alex?”

“Moi, je dirais ‘m’intéresse’”

“Oui, c’est ça. Mais est-ce qu’il y a un accent?  Oui?  Quel genre (what type) d’accent?”

“Bah, Mademoiselle, ça crève les yeux, il y a un accent aigu sur le premier ‘e’.”

We don’t use pictures for anything.  We will have to at some point, in order to enable pupils to respond to the image stimuli in the new writing and speaking exams, but for the moment they use the written and spoken word as their cue.  We don’t play games.  And – this is the bit that might ruffle practitioners elsewhere – the pupils hardly ever speak to one another.

There are a few reasons for this:

  • It’s unnecessary. There is plenty of opportunity to speak in lessons, to practise pronunciation and use all sorts of language, transactional and otherwise.  We also quiz pupils in the yard or at lunchtime – many is the breaktime I’ve sat with a few pupils and listened to them reading and quizzed them on their French.
  • It prevents misapprehension and the reinforcement of mistakes. Two pupils speaking French to each other increases the likelihood of speaking poorly and going uncorrected, or developing bad habits with regard to accents and phonics.  If we can listen to what they’re saying the vast majority of the time, we can reinforce good habits.  This is helped by the fact that 59 minutes of every hour is active teaching time – our slick routines and transitions mean that we have far more time to listen to each pupil read and give answers.
  • If we allow pupils to speak to one another, even for brief periods, the outcomes they get are completely dependent on the individual motivation of the pupils. The vast majority of our pupils would dive into the task with real focus and willingness; the small minority would use the chance to just talk and not engage with the task.  If we give them the chance to do that, we allow them not to make any improvement, or do any practice, in that time. This is unacceptable.  We’re thinking about carefully designed tasks that involve pupils quizzing one another on specific key bits of language, but that’s further down the line.

The results: our pupils speak great French with competence, confidence and superb accents.  They love reading out loud, answering questions, pointing out things about the words and pronunciation throughout the lesson.  They also – of course – love shouting the alphabet as loudly as possible to beat the kids in the opposite classroom.  And they love it when you get to ‘seventy’ in the number chant and they can go ‘soixante-dix’ and adopt a ‘duh!’ face when they’re doing it, remembering the time they thought it might be ‘septante’.  And, importantly, they understand everything they say, which only adds to their sense of mastery.

If you’re reading this with incredulity, I don’t blame you.  What the pupils at Michaela can do is unlike anything I’ve ever seen in a classroom.  I’m going to try and sort out some videos to post on the school’s Youtube channel so you can see all this in action.  Of course, the best way to see it in action is to come and visit the school – we love visitors, and the kids love showing off what they can do.  Email me at jlund@mcsbrent.co.uk – we’d be happy to welcome you any time, give you a tour and you can stay for lunch and speak to our lovely pupils.

Something we do – Reading

At Michaela, pupils read a lot – hundreds and thousands of words in every lesson.  The same is true in French. This is a snip of our Year 7 booklet:Capture

As you can see, it’s full to bursting with words.  Long passages of French with parallel translations into English.  And not just normal English – dodgy English that enables pupils to see the precise connections between French and English words.

“Yesterday, I am goned to the pool after having done my homeworks.”

“Hier,           je suis allé   à la piscine  après avoir fait     mes devoirs.”

Pupils read with their rulers under each line (the better to see and track exactly what they’re reading.  They are questioned constantly to see if they are making the connections between the English and the French.  If they struggle to see and retain a link, we make it even easier for them:

“Quelqu’un.  Someone.  Quelque means ‘some’ and ‘un’ means ‘one’.  Obviously you can’t have two vowels fighting it out in the middle so the ‘e’ becomes an apostrophe.  Look at the spelling – QUeen ELizabeth is off visiting another QUeen who has a feather ‘ in her hat.  And look at what she’s riding: a UNicycle.  And if you can’t remember that, it’s 6 letters then 2 letters.  Count them.  If you remember that it’s 6’2, you’ll know how to spell it when you need to.”

As one pupil reads at length, pupils track what they are reading for themselves.  A beautiful thing happens: pupils who aren’t reading out loud are silently mouthing the words so that when their turn comes, they remember the pronunciation.  They listen intently to their peers, and if they make a (very rare) mistake, hands shoot up all over the room to correct it.  Pupils are now in the habit of self-correcting as they read.

So, pupils are always looking at French words, and having their attention drawn both to the syntax of the sentences and the shape and spelling of individual words.  They are always hearing French words: if it’s not the teacher reading out loud, modelling excellent pronunciation (always with a bit of a dramatic flourish to emphasise key vowel sounds and accents) then it’s their peers practising.

Their peers are confident in their reading.  Why?  Because a) we do it so much, b) they are positively encouraged all the time (“PLUS FORT! Lion voices!”), c) we make it easy for them with two key techniques:

  1. We put dots under silent letters.  Pupils don’t pronounce them.  They know they’re there, and that they need to be written, but they don’t say them.  If they, on the rarest of occasions, do, their peers fall about laughing and they quickly correct themselves with a grin.  We don’t dot them forever: by February, year 7 read competently without them.  They become used to the fact that ‘évidemment, les lettres -nt à la fin sont muettes, Mademoiselle’, and they tell me, too.  Yesterday a pupil saw the word ‘jettent’ for the first time – it didn’t even occur to him to say the -nt at the end.
  2.  We underline the common vowel and letter combinations that differ from English. ‘in’, ‘en’ and ‘an’ are common ones that pupils might slip up on – we are constantly reinforcing their pronunciation by drawing parallels to other words. Lapin, sapin, main, maintenant, dingue, zinzin, radin, malin, calin, intéressant, intelligent.  Eu – peu, eux, peux, veut, neuf, malheureusement, chaleureusement.  They become used to sounding these out correctly.  As a result, ‘new’ texts are never really new – they’re simply a reordering of things they’ve seen hundreds of times before.

When I was training, I was told that reading was a presentation/input activity, not a production/output activity.  N’importe quoi!  At Michaela, it’s both – we read out loud, all the time, sometimes for entire lessons.  Because we foster confidence, pupils love it, and they are starting to really act with it.  Here are a couple of examples:

Having recently started to read ‘Ticked Off’ by Harry Fletcher-Wood, I thought I’d create a ticklist of things that our pupils do when reading.  Here it is:

Do they read lots, at least a few hundred words per lesson? Do they understand, and are they able to recall, what they read? Do they read high quality, interesting, real-world French? Do they regularly read mark-winning structures, including PROFS (past, reasons, opinions, future, subjunctive)?  Do they read out loud with confidence and pizazz?  Do they notice vowel combinations and patterns that aid with pronunciation, recall and accurate spelling? Do they quickly correct themselves, and others, when they make a daft mistake? Do they absolutely love reading?

I would absolutely love to get more people visiting Michaela to see what we do – both in the French department and across the whole school.  If you want to know the answers to these questions, come and visit any time – have a tour, have lunch, watch a lesson, talk to us. It’s brilliant. Email me at jlund@mcsbrent.co.uk. It’d be lovely to see you.