November 2002

Accelerated Learning newsletter, November 2002

In this month’s newsletter we explore organisational change. We begin with a look at culture and change in relation to education in the UK before moving on to how a primary school might be transformed through strong leadership. Once again there are tips and sources for anyone wanting to pursue this further. We also see how brain based learning is being used in two schools at different ends of the country, have a glance at boredom’s role in child development and wonder at some of the things that children say.

Educational Culture and Organisational Change

By Sarah Mook

Charles Dickens's Gradgrind might well have recognised the model of education and schooling that we have inherited as teachers. This culture that places the emphasis on learning facts is based on Victorian industrial requirements and is now out of step with the needs of a complicated and fast changing world.

Defined as "a way of seeing that is common to many people", culture is the "normative glue that holds the organisation together"; it is "the way we do things around here!" (Morgan 1986).

Many argue that it is time to have a radical rethink of "the way we do things around here" focusing instead on how children actually learn.

What type of changes do we need in school?

Charles Handy, Britain's foremost guru on organisational culture and change was commissioned to study the organisation of some of Britain's secondary schools. In that capacity he visited a variety of large inner city comprehensives, where his first question was always "How many people work here?" He always got the same sort of numbers: "between 70 and 90." He mentioned this to the Chief Education Officer who exclaimed, "Oh dear, they left out the cleaners!" "No", Handy replied, "they left out the children"

Handy concluded that the students are not the "workers" in schools because no organisation would expose its workers to a structure which required them to:

• work for ten different bosses in one week
• work in three to four different workgroups
• have no defined working area or desk of their own
• be always on the move

Further, no sensible organisation would:

• forbid its workers to ask their colleagues for help
• expect them to carry all relevant facts in their heads
• require them to work in 45 minute spells and then move to a different site
• work them in groups of thirty or over
• prohibit social interaction except at an official break time

Handy compares the organisational climate in many schools to a manufacturer. The students are the raw material; the material is processed in batches, usually at different workstations; it is graded and inspected - some are below 40% - and those in that inferior batch are not sent out for further processing but instead turned out to fend for themselves.

The world of work is quite different from the experience at school. People work in mixed ability groups and collaborating is a positive virtue; not considered cheating. Imagination is a source of value, and regurgitating pre-existing facts by rote does not get anyone a promotion.

Handy expands on this theme in his book The Age of Unreason. Here he describes an Upside Down School, where lessons look much more like the work environment. They are based on real problems and tasks and carried out in mixed age groups with different levels of ability (all of them useful). Handy claims that people learn more in such a school because they can better see the point of what they are doing. Also, it gives them a better idea of the world they would be entering because the only structured organisation most people encounter before the age of 16 is that of the school.

The Upside Down School values many different ways of 'being smart'. Instead of failing those who fall below the 40% mark in tests of structured logic (such as mathematics), success of some sort would be part of everyone's experience. Leaving school branded a 'failure' by the exam system can damage a young person's confidence and self esteem. These are crucial to anyone's survival in the world of work and even adult life itself. One solution could be a wider and more formal acceptance of the concept of 'multiple intelligence'. Howard Gardner explains his user-friendly model of multiple intelligences and their application to learning in his book Frames of Mind.

The pressure for reform and the literature championing such change is growing. Though there are some encouraging signs, Handy suggests that education needs to move faster to catch up with the future. Only by thinking about the requirements for modern living will we be able to shrug off the Gradgrind culture.

Four for Change

1. Abbott, J. and Ryan, T. (2000) The Unfinished Revolution, Network Educational Press
2. Fullan, M. (1993) Change Forces, Falmer Press
3. Gardner, H. (1993) Frames of Mind, Fontana
4. Handy, C. (1989) The Age of Unreason, Arrow Business Books

Transforming a failing school

By Bruce Potts

Are you about to take on the challenge of headship in a failing primary school or one in challenging circumstances? If so, you may be interested in some valuable tips which may help you in the coming years. When embarking on a period of transformational leadership, especially in an area of socio-economic deprivation or any other kind of challenging circumstances, it is important to quickly identify the priorities for change and organise how to set about implementing the necessary changes as effectively and efficiently as possible.

Once that has been done there are certain key principles which you will need to establish:

Manage yourself before you set about the major challenges ahead.

Provide yourself with everything you will need to do the job, clearly define who does what and introduce easily understood systems and procedures for all aspects of school organisation

• Define a strategic vision and share it with everyone concerned. Remind people as frequently as possible about the 'vision'
• Prioritise developments and establish who is going to do what. Train your staff in project management
• Work hard at earning credibility with key stakeholders - children, parents, teachers and governors - as you will need them to be fully on board as changes are introduced
• Change the possibly negative perceptions of the school which may be held by parents and the wider community by appointing one of the senior staff to be responsible for marketing and publicity and ensuring that everything worthwhile that the school does receives maximum publicity
• Establish the leadership team and ensure they are provided with everything they need to lead the imminent developments
• Establish the principles of the 'Three Key Environments' - Emotional, Play and Learning and ensure that everyone understands what is needed to develop these environments
• Model the behaviours you expect of those you lead Looking after your own needs first

In the same way that an adult air passenger places an oxygen mask over their own mouth in the event of an air crash before seeing to their children's needs you must make sure that you provide yourself with the best quality office systems and support materials and resources (including human resources) when you arrive at the school before you do anything else.

Define a strategic vision and sharing it with everyone concerned Set out your vision for the development of the school in great detail and share it with all those who will have a part to play in making it happen, regularly reminding staff, governors and parents about the important principles contained in the vision statement. Prioritise developments

There will be so many issues to address that it will be impossible to deal with them all at the same time. Consequently it is very important to prioritise developments very carefully and to set out clearly the chronology so that everyone can see exactly what you are trying to achieve. Do this through the School Improvement Planning process, which should be an annual cycle that is transparent and takes full account of the wishes and needs of all staff in a leadership position.

Earn credibility with key stakeholders

Don't underestimate the importance of having high credibility

For the staff - be seen to be a good teacher by covering lessons occasionally, especially in your first term, but make sure the quality of what you do is outstanding. You can be sure that word will soon get round the staff room! It makes it much easier to demand high standards of teaching and learning if staff believe you know what you're talking about.

For the parents - try to make yourself visible at the start and end of each school day during your first year, always see parents within twenty four hours of a request for an appointment, listen to every grievance sympathetically and objectively, and deal with it on the same day it was brought to your attention. Always be well briefed on any child whose parents are coming to see you. Parents need to know that you care deeply for their particular child, no matter how many pupils there are in the school.

For the governors - set about ensuring that every possible aspect of your work that governors will see is of the highest possible standard, from the quality of documentation presented at governors' meetings to the speed and efficiency of the turnaround times of information requested for a variety of purposes.

For the children - visit every classroom before officially taking up your post and ask them what they most want in their school when you arrive. Once you've dealt carefully with the inevitable requests for swimming pools, rollercoasters and skateparks set about planning how to provide them with the kind of play environment they had only previously dreamt of, as well as introducing a school council if one doesn't already exist.

The train's waiting at the station - getting all the key stakeholders off the platform and on the train before it pulls out will be probably the single most important thing you'll do! Changing the negative perceptions of the school held by parents and the wider community

Appoint your deputy (or another member of the SMT) to the role of marketing strategist for the school and make it their responsibility to ensure that every single thing of quality that you do is publicised fully through the local media. Make sure that your school is represented at every high profile local and wider event in sport and the arts and enter your children into local and regional competition - grab every opportunity to be seen in a positive light in the local and wider community.

Perception is a funny thing but very soon the parents and residents of your school will begin to believe that your school really is a very good school, even though you may not yet have produced the results to support this! But by believing that their children were attending a 'good' school it will transform the relationship the parents have with the school and so enable you to work much more closely together for the benefit of their children.

Establishing the leadership team

Decide who should constitute the leadership team and set out unequivocally your expectations. This team must share your vision for the development of the school because this team of key individuals will have the most significant effect in transforming the fortunes of your school during the following three to four years.

Establishing clearly defined roles and responsibilities for all those Involved

Produce detailed job descriptions and expected outputs for all the staff and ensure that every individual knows exactly what is expected of them, the timescales involved and the level of resources that are available to them to achieve their particular targets. Have faith and trust in your colleagues, give them enormous levels of responsibility, set out clearly what it is you want them to try and achieve, give them every resource and support to achieve it and then let them get on with it, meeting them regularly to monitor and review progress. Empowering your staff through careful delegation will prove to be the best way to get the best out of them and also the most effective way to achieve results.

Establishing the principles of the 'Three Key Environments' In spite of what we as educators may think, children come to school firstly to play, secondly to see their friends and thirdly to learn. If we can create school environments in which children's perceptions reflect this understanding of their needs then we are half way to creating schools with happy, motivated and high achieving children are being educated. This is precisely what the leadership team should do at your school, creating an outstanding play environment, an emotionally supportive school environment and a learning environment based on the principles of accelerated learning.

Model the behaviours you expect of those you lead Young people very quickly recognise and resent hypocrisy in their teachers and parents. One of your most frequently verbalised expectations should be that you all model the behaviours you expect of those you lead. It starts with the headteacher but should exist with every individual in a leadership position in the school - hard to do but essential to strive for!

Effective leadership is much less about doing everything that needs doing oneself, but ensuring that everything that needs doing gets done!

Try to provide your staff with opportunities to:

do things they didn't believe they could do,

achieve things they didn't believe were achievable and

succeed where success seemed out of reach.

High C's and Low C’s – how to set sail for organisational change.

In 1995, the Chief of Naval Operations released the following transcript of a radio conversation between a US Naval ship and the Canadian Coastguard. The incident took place off the coast of Newfoundland.

Coastguard: Please divert your course 15 degrees to the South, to avoid a collision.

US Navy ship: Recommend you divert your course 15 degrees to the North, to avoid a collision.

Coastguard: Negative, you will have to divert your course 15 degrees to the South, to avoid a collision.

US Navy ship: This is the captain of a US Navy Ship. I say again, divert your course.

Coastguard: Negative, I say again you will have to divert your course.

US Navy ship: THIS IS THE AIRCRAFT CARRIER US LINCOLN, THE SECOND LARGEST SHIP IN THE UNITED STATES ATLANTIC FLEET. WE ARE ACCOMPANIED BY THREE DESTROYERS, THREE CRUISERS AND NUMEROUS SUPPORT VESSELS. I DEMAND THAT YOU CHANGE YOUR COURSE 15 DEGREES NORTH, I SAY AGAIN THAT'S 15 DEGREES NORTH, OR COUNTEMEASURES WILL BE UNDERTAKEN TO ENSURE THE SAFETY OF THIS SHIP.

Coastguard: We're a lighthouse, your call.

Sometimes tinkering with the edges and attending to peripheral detail becomes overwhelmed by the need for a paradigm shift. Tweaking doesn’t work. When this occurs, it is 'all hands on deck'. This happens most often by default and only occasionally by design.

It is all very well knowing that you want to, or need to, turn your ship. Ships are unwieldy and can be difficult to turn quickly. So are schools and so are some departments within schools. In addition to the will to change course, the tools to allow you to plot and to implement the changed course are needed. So are the mechanisms to steer the new course and remain on that course when buffeted by winds and heavy seas. The successful Captain needs to know his or her way around both the high 'C's' and the low 'C's'. To navigate both high and low 'C's' the captain takes the following tools, all of which are the 'C' tools

• chart
• compass
• clock
• calendar
• crew

As a leader of learning in a school or in a large department the chart reminds you of your ultimate destination and gives an indication of good ways of getting there. For a school this is always about getting to the best possible learning experience for all. Captain and crew need to know the destination, fixate on it and work hard at getting there expediently. The chart is the school destination in written form, openly discussed and declared. Information about the journey is charted and shared: school development plans, OFSTED action plan, schemes of work. Implementing accelerated, or any other generic model of, learning does not work without a sustainable plan.

The compass reminds you of your broad direction and nudges you when you make a deviation. Without a compass you second guess where you are and where you have been. The compass for a school and its departments is to be found in the process of constant review. Regular reference to our journey's end at every meeting. How are we doing, how can we improve? The school planning process helps but only if it is shared with the crew. Collective planning of 'learning direction plans' - schemes of work - puts the destination into every learning moment. We want to get there - we must do this. Schemes of work based on a model of learning are at the core of the successfully implementing change in teaching and learning and at the core of implementing accelerated learning, but so is the clock.

Without a clock the early navigators were lost. Thousands of lives imperilled daily because they did not know how long they had been at sea or how long they had to go. Ships foundered on rocks within miles of home and safety, because they could not fix their point without fixing time. In a school the sense of an ultimate destination is also fixed by time. The points on the journey towards the best learning environment for all are fixed by time and reviewed as those times are gradually reached. This is about landmarks and landmark setting. The landmarks operate as targets for the school. By … we will. Without this, you have a gentle but aimless drift in the general direction. Targets specified in time commit you to the journey. For this the captain and crew also need the calendar. The calendar gives advance notice of the expected arrival of the landmarks along the way. Successful implementation of accelerated learning necessitates regular, formative review of progress. Chart, compass, clock and calendar work together to keep the ship on course but none of this works without the crew.

It is your crew who keep the ship moving, who keep it afloat, who patch it up, clean it, scrub it down from time to time and keep it seaworthy. Some crews are mariners in love with the journey and the sea, others are sea dogs - grizzled, hearty, reliable and committed - some are press ganged, scurvy ridden and potentially mutinous. You inherit your crew and they inherit you. You do not have to share the same philosophy of journeying but you have to agree on the destination. Once agreement of the destination is canvassed and secured, as long as it is regularly revisited through chart, compass, clock and calendar, we can suffer minor disagreements as to the best way to trim the sails. A captain who enthuses the crew by the promise of the destination is a good captain.

The message is to focus on the destination and not on the journey. The destination remains in place. The means of getting there may alter. Successful implementation of accelerated learning requires everyone to know where they are going and why. Talk it up, communicate it, share it. Then support the crew on the journey, observe them, review with them it, listen with them as they suggest improvements. Give them tools to do the job: time, continuity, resources, technology, improvement in physical space. But be aware of the rocks.

Journeying in the high c's is a lofty experience shaped by high aspirations and shared ideals. Journeying on the low c's is different. Sometimes pirates threaten. In these circumstances an alternative set of management tools may need to be used when you feel that despite your navigational prowess, your management skills and the willingness of your crew you become becalmed or dangerously adrift in hostile waters. When you find yourself amidst these 'c's, then the emergency toolkit is brought to the wheelhouse.

• canvas
• cash-till calculator
• crystal ball
• catheter
• catapult
• cannon
• cooler
• catechism
• crucifix
• candle

If you ship is in the doldrums catching any breath of wind may help. For this you need more canvas. More canvas allows you to exploit the opportunities that come your ways. This is the equivalent for a school of diverting resources in support of the desired outcome. This could take the form of staff development, residential time to re-write schemes of work, improved information and communications technology, enhanced display facilities in classrooms. To pay for more canvas you'll need to raid the cash-till. Successfully implementing accelerated learning costs. It doesn't cost big sums because most of the costs are bound up in the development of people, but there are costs implications nevertheless. To raid the cash till you'll need a calculator for your costs. You may need to calculate the cost of an enhanced post for a learning co-ordinator or perhaps the costs to the timetable of running a learning to learn programme in year seven or the costs of a whole staff two-day residential to re-write schemes of work or the costs of equipping a staff development library? All journeys cost. This is no exception.

Is the journey worthwhile? This is where you need a crystal ball. The case studies in this book suggest that the journey is worth it but your circumstances may differ. The crystal ball has never featured in the inventory of management tools recommended by the world's institutes but in many cases it ought to be. Crystal ball gazers should go there now.

Sometimes, despite your best efforts your crew do not wish to leave port. This is where you need any combination of catheter, catapult, cannon or cooler.

A catheter is useful occasionally to inject some new life into a tired old body. Many schools I visit see accelerated learning as offering just that. A reinvigoration of what has been traditional practice for years. In some cases literally, new blood. A change in staffing with some fresh approaches and fresh attitudes coming along can be fortuitous in launching for a new destination. At Cramlington it would seem that many experienced staff were able to look again at their practice through the medium of the accelerated learning approach. A catapult becomes useful in a slightly different crewing situation.

The catapult approach is two stages removed from the last resort. The catapult is used to keep your crew on their toes. This could be peer observation or standing agenda items at departmental meetings or learning theme of the week communicated at staff briefings or removing bells and replacing with clocks. The idea is that constant, small reminders that the focus is on learning help keep your crew performing at their best. The nautical equivalent is the captain who sits on the bridge and occasionally fires a peanut at the crewman's feet with his catapult. Nothing malicious, just a reminder to focus on the journey. Sometimes that fails. A big gesture is required.

A cannon makes a very big noise and can be quite dramatic. They are most often used in adversity, occasionally in triumph, sometimes to celebrate, sometimes to forewarn. In a school this is the bigger gesture. The purpose of the bigger gesture is to declare intent. The declaration that we will replace activities week with motivation week or thinking skills will be taught across year eight or we will have a paper free lesson week or all our assemblies will focus on learning skills. One of the things which they did at Cramlington was to put auxiliary whiteboards alongside the main white board in every classroom. The purpose being to ensure that learning outcomes for the lesson were visibly recorded. By doing this the strategy is given significance. The cannon or big gesture can focus minds wonderfully, but what do you do when all else fails?

Neither catheter, catapult or cannon has worked. Some of your crew sit in your galley lamenting their lot, spreading rumour and dissent to anyone who will listen. Then you need to leave them behind. This is the equivalent of the cooler. As a manager of learning you have tried everything to involve this section of the crew but they, over their years at sea, have invested so much of themselves in being dissenters that they feel they cannot come aboard without losing face. Sadly you have to leave them behind. They can cool their heels on the quayside. You have a journey to progress. In every school in the land some of the crew have been left on the quayside. As a captain you have to make this difficult decision. There is a critical mass or tipping point of popular support which you need for your journey. Work with that.

You may need to tell others about your journey. To do this you need catechism, crucifix and candle.

The catechism includes the principles on which your adaptation of the accelerated learning methods is based. The authors of this book talk about the methodology to others and, when they do so, they provide a set of underlying written principles to explain why they choose to do what they do. This is a catechism they can check against. In some schools the principles are listed in the staff handbook. In others they form the basis of a checklist for classroom observation or for an induction programme for new staff. In at least one school I know of, delivery of the accelerated learning cycle is built into the job descriptions of teaching staff.

In sharing your journey with others, either by choice through staff development and conferencing or by edict, through external inspection, you may need a crucifix. In some faiths the crucifix Is believed to be capable of warding off evil spirits. Some will be so antagonistic to your beliefs that they will test them for you thoroughly. 'Is there any evidence that this works?' 'Why should we do this when we have got so much else on?' 'We tried that once, it was just after prohibition…' 'We already do that anyway.' Some will come bearing clipboards. 'Can I see your policy on?' In those situations, stay with it. Encourage the crew to do the same. If you abandon a ship mid voyage you don't climb back on again once the raiders have left.

Finally, from time to time in proselytising about the success of your methods you need a candle. Good teachers light candles in dark places. For some, all that is needed to advance their learning journey is one little glimmer of insight. Someone else provides an explanation of the significance of 'bell work' to the learning cycle and to the connecting phase of learning and suddenly it is understood. Share experiences within a cluster of schools so the intent is to infuse the practice throughout the cluster. This is akin to letting someone else light their candle from yours.

Copyright Alistair Smith 2002

At Alite we are constantly searching out the best ideas for helping schools improve all round performance particularly relating to motivation, teaching and learning. Over the coming months we are working on the 20/2002 Vision Project where we will share 20 ideas for transforming motivation, teaching and learning your school. Eventually we will accumulate 2002 such ideas and as they do so, you will find them on the website. Do not take them all too seriously! This is visionary thinking!

20/2002 Vision: the first 20 ideas for transforming motivation, teaching and learning

• invest in planned, quality ‘get the best out of learning’ extended assemblies for pupils using the best staff and the best technology available to deliver the message
• abolish end of year reports in favour of regular short assessment reports
• separate language learning out in the curriculum and deliver it in longer spaced and more memorable blocks
• provide a summary for parents of all homework for the week on a special area of your website
• buy all the staff biscuits, tea and coffee and have one staffroom
• go for smart marking – creative ways of formative assessment so that teachers mark less and pupils learn more
• teach a creativity course
• abandon bells, rely on watches
• Introduce a 5 or 6 term year, or go for a six term year within the time frame you've got involve parents in ‘the no 'e' week challenge’ where pupils are encouraged to eat healthily and eating any food with additives is banned
• spend money on books!
• have a pupil disco after the consultation evening
• lengthen teaching blocks of time but build in more learning variety within that time
• have an away-day weekend at a health spa for all staff (with Monday off) to re-write schemes of work
• have a learning skills counsellor available before and after school to help with study skills problems by appointment
• install a homework telephone hotline so parents can phone in and listen to a recorded message of that week's homework
• commence GCSE in September of Year 9
• Introduce a 3 or 4 phase day of different timings based on optimal learning conditions
• put the ten criteria for a successful AL lesson onto your website and have a pupil response form which allows them to evaluate the lessons they have had against the criteria; accumulate the data confidentially and use it for monitoring pupil responses and providing supportive information for staff development
• sever all links with the DFES and OFSTED; declare yourselves an independent state, issue passports
  

Creative Boredom

We've all seen our children become inventors of the highest calibre when left with an empty cardboard box. However, many of us still feel it necessary to cram their holidays and out of school time with planned activities. We may not be doing them any favours.

Recent research commissioned by the Lego Learning Institute suggests that children's creativity and resourcefulness comes to the fore when they are left to their own devices. Protestations of boredom, when ignored, can be the precursors to creativity, as children never stay bored for long. Although a survey amongst parents in the UK this year found that 45% of us feel we don't organise enough things for our children to do, more of us should consider allowing them the freedom to figure out their own play within a safe environment. Professor David Elkind of Tufts University, Boston claims that planning too many activities for your children can actually be detrimental to their development, as they learn to adopt a more passive role. By the time they reach adulthood they may find it more difficult to organise themselves than those who had a more active role in devising their own play in childhood.

So next time the whine goes up, "I'm bored!" don't be in too much of a rush to be creative for them. Boredom has its uses.

Learning is Where the Heart is

'Start from the heart!' is the cry at Norton Fitzwarren Primary. They strongly believe that topics that will interest the pupils must be studied if you want them to fully engage in the learning experience. The key to generating much of the interest is through the resources that they use to provoke the children's thinking. Over the last ten years they have amassed an incredible number of fiction and non-fiction books, videos, religious artifacts, artwork, stuffed birds and animals, drapes and music to support learning on areas such as Africa, India, local studies, wildlife, the Victorians and the Second World War. By hooking the children into these interesting areas of study with fascinating resources the individual strengths of the pupils are allowed to emerge and motivation follows, as they know what they are doing and why they are doing it.

To read a full case study about the Norton Fitzwarren experience, and other examples of innovative practice from around the UK, visit the website at www.alite.co.uk and click on ‘case studies’.

Move It: Physical Movement and Learning

Move It: Physical Movement and Learning is finally on the shelves! Containing over 100 examples of brain breaks, this book is a practical guide to physical movements that stimulate and link to learning. For more details, please visit the website at www.alite.co.uk and click on 'publications'

How to Create an Accelerated Learning School

How to Create an Accelerated Learning School is a one day course that reveals how a large 13-18 High School took the ideas from training led by Alistair Smith and put them into practice as a coherent and schoolwide strategy. Led by Mark Lovatt, this course will be of value to those with responsibility for influencing teaching and learning in a school or schools, those who are accelerated learning 'enthusiasts' and those who want to improve their own professional practice. The day will be highly practical and will be presented in the context of a real school which is managing to change the nature of learning across the board on a daily basis. How to Create an Accelerated Learning School will take place on 29 November 2002 in London and on 14 January 2003 in Manchester. For more details please visit the website at www.alite.co.uk and click on ‘courses’

Help Your Child to Succeed

In last month's newsletter we mentioned Alistair Smith and Bill Lucas's new book, Help Your Child To Succeed. The book is aimed at families where the children are no more than eleven years old, and is designed to appeal to those who would not, in the normal course of things, buy books! We have been asked how schools, nurseries and play groups can make the most of this colourful, easy to read book. Here are some ideas for helping parents and families learn together more effectively:

• use the book as an incentive to attend consultation evening - free copies for every family attending
• provide short extracts for the school parent newsletter
• encourage parents to run their own support group using the book as discussion material
• have copies as reading material in reception and anywhere parents may spend time waiting
• take each section as a school-family theme for the month
• participate in family learning weekends
• use as discussion material for family liaison meetings

We are offering discounted rates for orders of multiple copies so that you can give them free or at cost to families, or perhaps even use them as a fund-raiser.

If you know someone else who would enjoy receiving the Alite newsletter, they can sign up for free on our website, www.alite.co.uk

If you have any comments or questions about the newsletter, of if you would like to contribute to it, please email melanie@alite.co.uk

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