Isa media pack jan2014 no awards

A 21st Century Village Project

Creating a community from scratch

Also inside...

Philosophy for children – how children discover life’s big questions Becoming a school proprietor – Peers Carter shares his insights Summer borns – are they really at a disadvantage?

Sporting Times – a fantastic summer of ISA sport

King Alfred School

www.isaschools.org.uk ISSUE 6

ISA JOURNAL, AWARDS AND EVENTS PROMOTIONAL OPPORTUNITIES 2014 THE UNIQUE ROUTE TO INDEPENDENT SCHOOLS’ DECISION MAKERS AND INFLUENCERS THROUGH THEIR OFFICIAL

ASSOCIATION MAGAZINE

WELCOME TO THE MAGAZINE OF THE INDEPENDENT SCHOOLS ASSOCIATION The Independent Schools Association (ISA) was founded in 1879. It is one of the oldest of the independent schools organisations and is federated to the Independent Schools Council.

The independent schools sector The independent schools sector spends £551m in maintaining and improving its schools (ISC Census). As such, it is continually sourcing reliable and competitive suppliers who can play an integral role in their business planning.

ISA – in a nutshell The ISA exists to provide professional support and advice to head teachers. It provides extensive training opportunities for heads and their staff and it also offers support and advice in all aspects of school life – from insurance to refurbishments – and offers a wide range of sport and cultural activities to pupils in ISA schools.

How to reach this audience ISA Journal provides a key way to communicate to this discerning audience, and creates a unique shop window for suppliers and supporters of the sector – both on paper and on the web.

Why us … and why does it work?

A steering committee of heads and deputy heads means we know we are providing a genuine business tool, which will be read and kept, while a reader panel ensures that we are on target and on message each and every issue.

Distribution The magazine is distributed to every member school (minimum five copies per school; head teacher + designated staff member/s) and also to prospective schools.

e-mail: christine@alchemymedia.co.uk or call: 01753 272022 / 07919 347698

WHO WE ARE

Editor

Caroline Scoular

Deputy Editor

Karen Foreman

Contributors

Jill Slingsby, Margaret Docherty

Art Editor

David Foster

Advertising Manager

Christine Bunting

Publisher

Sean Ferris yout 1

Published for the ISA by Alchemy Contract Publishing Ltd,

1/10/1 3

12:26

Page 3

Gainsborough House, 59/60 Thames Street, Windsor, Berks SL4 1TX Tel 01753 272022 e-mail

christine@alchemymedia.co.uk

or call:

01753 272022 / 07919 347698

A 21st C entu Creating r y Village P a comm r unity fro oject m scratch

THE ISA

THE ISA

en:Lay

JO

out 1

3/12/1

3

15:27

Page 14

FOR AZINE THE MAG URNAL

S SCHOOL NDENT INDEPE

es ea d to hav ground rul Set clear ldren what they nee a to record

Y H P O S O PHIL ILDREN

Ch ir ans the win backgrou with the A good gam of rain on creative obvious. the idea of a the sound sic. with the hy is ‘Ask d to the l king for; mu come up new to Philosop in C) severa t introduce been loo as was not r object s at I had I was firs for Children (P4 nced ginal ide for group ion’. Put a familia pair of This is wh ldren to share ori portant hy est inexperie bag, Qu C Philosop (a im an a chi P4 g re as cle a Ba cir and , when served forum for s issues that we le of the be, etc.) their dd m glo years ago ied teacher I ob sophical a mi fro cus cil, the alif and to dis ey were speaking everybody chair, a pen turns to ask the a ng a philo The newly qu ati es, Th ilit and sho in ss. er fac to them.

‘Ask the eriences y takes it practition h my very first cla two sonal exp were everybod estion. A game like ut en wit own per t listening, they qu was abo the childr nds’ piece enquiry in jus object a initially on what er played sou s. It ties was not estion’ is building a practition usic’: a ‘natural question ights. ing and Bag a Qu water and ‘m nt of mulating respond ir own ins t of this trickling s and pieces of with the ctising for e thinking’ eleme to d and pac pra g sai im ng son ed nd l tic ativ bei with bird the drama decided as a schoo h the ‘cre ldren are encourag ere h office sou ces wit ing wit ce llow wh pie are Fo chi we ag, e two pie chaotic erience, dly. Here P4C where d the obvious (‘B , ‘What is voices. Th initial exp P4C wholehearte to on en to ask C began distorted w ce move bey the childr h P4 to embra ines on ho uiry. prompted relationship wit sed ful guidel ilosophical enq some use r own ph music?’ My n, where I witnes h and glis oo ilitate you En ern fac ke aft t tha ely spo who bar ficult children redibly dif from inc children

sho e ed re cep chi raises qu ldren. Th fantastic , they we sting con was remind my belief that all estions s for chi a of intere sculpture to s qu question Me?’ are and a long list I hold on forum to discus not kes Me, stories and ce, shape estion generate a d ‘What Ma they draw from : light, pea to qu entitled to tter to them (an ilosophy, as including rriculum ’ ma led them Cu ul? lly ich stimulus ables rooted in ph and cef rea nal wh t , tio pea tha Na as materials art make us feel s that the ancient par e children with ide age in real hy for es question discuss).

Philosop ‘Why do y should ch to at makes and provid t lead them to eng the o s roa wh als nd say nk app can an tha I thi to respo special as a focus on both concepts al discussion. You ems, ren so ild ch ren po , hic ng is Child ce ge the philosop ng picture books and learni onal skills. Sin Encoura other usi with ers teaching artwork, sting consider each y agree or disagree and interp we have seen s, music, to ere ing clip int nk thi g for the ing short film news articles, and uced P4C, l, includ Asking if and probin n, we introd the schoo consistently speakers are good ways of to quotatio objects. s across s previous ty al standard SATs results, rise ognised as or reason ir capaci or unusu 2 se rec examples ldren sharpen the h others Key Stage r we have been ren to po eac ls in chi build on helping ved schoo the child ’ or this yea and pro ge ce im lly and ura st tica mo uiry. Sin Enco ded ‘thinking think cri of the 10 believe the e g the enq e rin We on hav -en y. ns du en en op countr as from thoughts our childr ent as g’ questio or ‘juicy the whole to link ide ng P4C, pm ‘wonderinen to list ‘big ideas’ estion s ability and tackle introduci nificant develo ress children’ m areas sig Ask childr support their qu ularly exp curriculu es (in numeracy, displayed ild up a to ers and reg different . concepts’ a good idea to bu an A – Z tical think ative thoughts solving issu proved It’s oss cri cre problem- science) has im into; acr and s dip al A, ard making. to gin nd der ori ‘big ideas’ literacy and thus raising sta l rights un and ma 15 bank of ani lly, der C, well (so dramatica m. .org.uk • ldhood un raging list works ulu schools der B, chi ou www.isa the curric beauty un ally start by enc themes usu in so on). I consider the ma to children

g.uk hools.or

14

Also insi de...

Philosop hy nc tualilly r ch childthre cofoep dren – h nngdis at inki o od cobeve enr li go y gl q uonescetith fe’s big w eyshave rprisin su o e n ar n me skilled !) and co ts “Childre ul be y ad kl B quic r then ec ey tte o th be m s’ n in ea (ofte ig id Peers Carg a sce,hchoild olrenpwiroll pri identify ‘b taught to etor – d teerr tim les literal an st that ov insh so.” a arses his in SumTru ask in doing to think ical way rner m lea ulus and ph stim b sornP4Cs ma–y at first resuirpoy.nd sights the the as fromat at more philooto through g ide nin big ar run da t the new aleenq thand isildr ey re singly goo n dCh draw ou adenva ilosophic them to are surpri nataphge ly in tha Children lly (often better to pro lus very literal ? be deenkperin a more ally themes. children ng stimu , taught courage ort conceptua y have been Sp learn to thi Eng interesti on books e in thinking eventually was in a P4C less Tl im once the ly becom Choose anfull of interesting t will they wil es y. It– a sed the lts!) and ideas’ they quicksu wa po are tha adu al ld ls sic hic oo chi er mmer d nta t I mu Sch t fy ‘big ear-olfa philos t week, aft tha stic images and ies; anything tha se oopf whenAa 7-y to identi ct a reason?’ wh ing so. Las objects, uir e for last week IS sp rich enq lled in do r 2 class an abstra to und to rai and y we her te r bo o ski e is rt ula che ‘Ar tea you e ion stim a s wing a Yea ts quest why I am estions for quickly abl BBC film ldren are

chi d ide Ask the It’s a goo by the group. cussion. good dis es agreed y the rul talk when son and displa include: Don’t ght k at the per These mi e is talking, loo els finish. My t bu someone listen until they llenging, talking and re incredibly cha ucing P4C, we s of introd first class few month and respond within a d en on list bey to lity ved almost t for their abi tely impro respec appropria began to show empathy ey belief. Th as contributors and the er in each oth yed both be displa nd. began to playgrou and the classroom

FOR CH

for ilosophy . Her Ph ools st London in sch wham, Eaand is now used ence in Ne in er er five, Conf l teach ns. ary schoo ildren as young as at ISA’s Annual life’s big questio r is a prim ates scuss to ch Lisa NayloCourse is taught sa spoke to delegage children to di Li a ion with Children country. In May ns how to encour ss se ch e Start ea p game across th e. Here she explai er ed to be tly wheth warm-u need to be encourag not just ng ferven w was or Eastbourn ildren wers and do nds debati e

S SCHOOL NDENT INDEPE

in a more to think more made?’) t possible, were you know tha and where ag, do you abstract l, way (‘B conceptua ?’). y to bag on activit low fol you’re a a useful s, into question It can be at’s rising the (‘Bag, wh start catego be answered can’t (‘Bag, t can se which those tha elop ?’) and tho ?’). To dev inside you feel being a bag ponse it res how does and the creative as given five these ide children can be ponse to res the further, the bag’s s. This to record minutes the given question a creative of into any one l activity the initia extends rcise. exe g writin

R INE FO MAGAZ L THE

Childr y for

JOURNA

losoph

sasc • www.i

e-mail: christine@alchemymedia.co.uk or call: 01753 272022 / 07919 347698

www.

isasc

hools

ISSUE 6

King Alfred

.org. uk

School

WHY US?

ISA Journal is an essential read for head teachers.

Its mix of news, industry interviews, events and features combine to offer readers a host of business-building ideas every single term.

ISA Journal is a full-colour, glossy format as well as online.

Our reader panel and direct access to head teachers, bursars, key staff and key financial decision makers ensures that the magazine truly reflects the excitement – and trials! – of school life, day in and day out.

A review of ISA Journal – why work with us?

• Because there is no wastage.

• Because we have a unique circulation which is updated on a weekly basis.

• Because our circulation is comprised only of members/subscribers – we know who our readers are and what they want.

• Because we have a committed steering committee and reader panel who will continue to ensure that the magazine is 100% relevant.

• Because our team has collectively been working in the industry for over 100 years.

What do we do?

Each issue gets to the heart of our readers’ schools, providing incisive editorial which will include: • Ask the Experts – where experts in their field are invited to provide their best advice to this receptive audience.

• Head to Head/Head to Bursar – face to face interviews on topics of the day.

• Viewpoint – issues in the spotlight.

• News and views.

• What’s happened, what’s due to happen and how it will affect ISA schools.

• Legal Eagle – latest legislation and what it means.

• Who’s doing what in the schools arena.

• Latest products and services on the market.

e-mail: christine@alchemymedia.co.uk or call: 01753 272022 / 07919 347698

HOW DO WE

DO IT?

We have an exclusive insight into the unique combination of schools and the independent sector. This means we can create a title which is both a must read and a want to read.

Whether you’re submitting your latest news, or are interested in sponsorships and advertising, our team will work with you to create a tailored package which works for your brand, your company and your budget.

Why work with us? – Some facts • • • • • •

ISA JOURNAL is 100% requested.

ISA JOURNAL is distributed to all ISA members – all named individuals.

ISA JOURNAL is also sent to other key decision makers in each school (at least five issues per school).

ISA JOURNAL is a lively and entertaining read.

ISA JOURNAL’s editorial board are leading lights in their sector, ensuring a targeted and focussed product.

ISA JOURNAL has a dedicated reader panel, ensuring that all content is tailored specifically to its audience.

Call us on 01753 272022.

SPORTING TIMES It has been a fantastic year for ISA Sport, with a number of national events taking place since the spring. Fran Hide, ISA’s new National Sports Assistant, gives us a whistle-stop tour of this year’s highlights.

CROSS COUNTRY CHAMPIONSHIPS

NATIONAL BOYS AND GIRLS GYMNASTICS Castle House School in Shropshire organised this year’s National Boys and Girls Gymnastics competition, which took place at Fenton Manor. Twelve schools entered and competed in the U9 and U11 categories. The display of gymnastics, marching on of the teams and the medal ceremonies were very impressive to watch. The gymnasts looked extremely proud to be representing their schools.

Congratulations to Castle House School which won the team award in each age group, and thanks to their teacher June Walden for organising the event.

We were extremely lucky that the sun came out this year for the ISA National Cross Country Championships. The course was still quite boggy in places, however, there was a great buzz around Princethorpe College as the athletes started arriving and walking around the course. There were some fantastic individual and team results within each age group, in particular athletes from London North who won three out of four

of the races in the Junior categories - an outstanding achievement for a single region.

Two athletes from St Teresa’s School won the U12 girls and U12 boys races, and pupils from Tower College took the U14 boys and U16 girls’ titles. Athletes from The Grange School won the U16 girls and U18 girls races. Congratulations to all athletes who competed in the National Finals.

U16 RUGBY SEVENS CHAMPIONSHIPS

NATIONAL SWIMMING GALA

HOCKEY BOYS 7-A-SIDE TOURNAMENT A total of seven schools participated in the U14 and U16 7-a-side tournament at Rugby School in February. It was a very cold and windy day but all the teams wrapped up warm and battled it out on the hockey pitch to compete for the title of ISA National Champions. The U14 tournament was won by Ballard School, an exceptional achievement as it was their first year of entering the tournament. The Park School, Yeovil scooped the U16 title in a close round robin tournament that went down to goal difference. We hope to attract more schools to this competition next year.

42

The 2013 Swimming Gala took place in May after snow earlier in the year. On Saturday 18 May, Coventry Swimming Baths was packed full of competitors, team managers and spectators, all hoping for their region to do well in the Gala. Overall, there were 31 records broken this year which is outstanding. Team results were not given at this event; as the Gala was rearranged, not every region was able to send a representative for each race due to other school commitments. However, a special mention to London West swimmers who broke a staggering 10 of the 31 records.

Huge thanks to Gwil Price, ISA’s National Ambassador, who helped to rearrange this Gala and to make it a success.

The final National ISA event of the Spring term was the Junior Netball tournament at Rugby School. Twelve teams took part in the U11 tournament and eight in the U13. The Study Prep School won the Cup in the U11 event after winning all seven of their matches. Alton Convent won the Plate and Howe Green School the Vase in the U11 tournament. The U13 cup went to Alton Convent after winning all five of their matches; they beat Lingfield Notre Dame in the final by 10 goals to seven.

The winner of the U13 Plate competition THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS was GEMS Bolitho who beat the Swaminarayan School 10 goals to four. A huge thank you to all teams, including GEMS Bolitho School, Penzance, who travelled a long way to take part in the tournament.

COACHING FOR PROFESSIONAL AND PERSONAL DEVELOPMENT

SENIOR NETBALL TOURNAMENT ISA’s 2013 Senior Netball Tournament was held at Rugby School in March.

The event was attended by 13 schools who competed in the U14, U16 and U18 categories.

The teams were all extremely competitive but all demonstrated an exceptional level of sportsmanship.

Credit is due to the PE staff for coaching and developing their teams into fantastic netball players. The U14 tournament was won by Lingfield Notre Dame who won by a very clear eight points on Hull Collegiate School. The U16 tournament was won on goal difference by Our

• www.isaschools.org.uk

Lady’s Convent School, Loughborough, who had equal points with Alderley Edge. The U18 title was taken by Princethorpe College who won all three of their matches against GEMS Bolitho, Hull Collegiate and Claires Court School.

Thanks to organiser Angela Davis, from Hull Collegiate School.

‘Why do I need coaching; I’m good at my job?’ This is a common enough response but what triggers

www.isaschools.org.uk • 43What stops executive coaching being on the top of the agenda for the professional this view?

development of Head Teachers and their senior leadership teams? Nicola Bish explains.

There seems to be a misunderstanding or lack of awareness as to what coaching actually is. It’s often confused with managing the poor performer, or being told what to do, but actually the aim of the coach is to help people reach their potential, ‘to become the person they want to be’.

Coaching is one way of developing leaders and leadership teams within schools – a worthy cause, particularly with the ever-increasing challenge of running the business of managing a school.

So what is coaching? Coaching is a simple process; it is not meant to be complicated, but simple doesn’t necessarily mean easy. At its most basic it is a conversation between two people, but with a coaching conversation, learning takes place. The key to success is objectivity, confidentiality, trust, a safe space; it is non judgemental and the session itself will be focused, reasonably structured and achieve valued results.

Coaching can obviously raise complex and multi faceted issues, but outcomes can be achieved by adopting simple methods and above all should ‘communicate a belief in people’s 20

e-mail: christine@alchemymedia.co.uk or call: 01753 272022 / 07919 347698

• www.isaschools.org.uk

potential and an expectation that they can do their best”.

This may be sufficient to convince a Head to take the plunge, so it is important to identify benefits. In general terms it has been proved that coaching will provide improvements in self esteem, confidence, communication skills, interpersonal skills, performance at work, relationships and work-life balance – that must be a good start.

What about the specific benefits for the Head whose role is so demanding with the ever-increasing pressure to run the school like a business? The one-to-one support makes a key difference; coaching provides the time to think, to reflect and to talk with an informed objective person thus creating the space for learning. A coaching style is learnt that can be developed and cascaded to the whole team, and managers who coach challenge others to resolve situations which is great for development and delegation. A coaching culture can be developed that allows interdependence amongst staff rather than dependence in a vertical structure; so ultimately everyone wins.

The long term benefits will positively impact all stakeholders. A Head who

develops a coaching culture will gain a motivated, resilient, empowered team – one that has time to reflect and learn. The Governors, trustees or local education authority will have confidence in the school’s ability to deliver. The pupils, the most important stakeholders, will be taught by teachers who have the energy and stamina to deliver the curriculum and ensure that the pupils aim high, achieve their immediate goals and reach their full potential. The school’s reputation will be envied; there will be a full pupil quota, a happy parent body and of course that ‘Outstanding’ Ofsted or Inspectorate report.

So if the potential is so great why doesn’t everyone have a coach? Coaching in schools in this way is a relatively novel concept and the results aren’t always so immediate or so dramatic; every success takes hard work. But there is much resistance to take the initial leap; from my conversations and some assumptions I have tried to work out what the issues are and then to find a way to make it easier to move to a ‘yes let’s give it a go’ approach.

So what creates the resistance? It may be fear of the unknown, a false perception of what will actually happen in the process

and the vulnerability of opening up to a stranger together with the concerns of confidentiality. Leaders may feel that being coached is some admission of weakness and exposure to being judged as being in need of help. Unselfishly, some Heads may be reluctant to spend a tight budget on personal development rather than other staff training or wider needs of the school.

There are ideas to overcome such barriers. First and foremost learning a coaching style and cascading the principles from the top down through the school should actually save on the training budget as individuals become more self sufficient and are allowed and encouraged to develop their talents and become more autonomous. Coaching does of course complement the range of skills training available at every level.

An essential part of the relationship, apart from the trust, honesty and confidentiality, is that the coach’s role is absolutely not to tell an individual how to do their job; it is, on the contrary, to listen, to question and to challenge. It might extend to making observations, providing feedback and sharing relevant experiences, but everything is done so that the person being coached reaches their own conclusions and makes their own decisions.

It appears that much of one to one coaching support for Head Teachers and their teams is provided by other educationalists such as local authority advisors, other Head Teachers and education trainers. Any coaching is better than none, but there is a case to be made for having a non educationalist coach who can be even more objective, even less judgemental and more reassuring for the Head being coached. The noneducationalist would have less fear of asking a ‘stupid question’ and thereby opening up a new and refreshing way of thinking. A coach from within ‘the system’ may subtly inhibit frankness and openness of a session from the outset and indeed may be someone who is present in other contexts in the school’s life that could cause discomfort to the Head.

At the core of everything is the education and happiness of the pupils, and a well managed school is certainly the best platform for this. But the business of the school is wider and more complex than ever, and an external coach with commercial experience can provide a safe opportunity for the Head to explore the

wider environment and the implication of actions on all stakeholders.

Whether the coach is or is not an expert in the area that their client is employed is not that important; some knowledge is always useful but a coach absolutely does not have to have done the job to be a good coach. But it is important that they do have the skills to coach effectively and are able to gain an understanding of the job, its challenges, opportunities and constraints. This is at the pre session meetings when ground rules and objectives are set and throughout the sessions themselves. The coach, like most people, will want to work in an area of their interest. I personally am interested in education, have experience as a school Governor and clearly see the opportunity for additional support for Heads. I feel that as an outsider I can make a valuable contribution without confusing the role of the Head and the role of the coach.

One-to-one coaching can understandably be daunting, so profiling is another approach that could be helpful, particularly where a school is undergoing a period of change, or where greater insights into the dynamics of the leadership team are needed. This will increase individual and team awareness and perhaps reduce fear of being exposed; the psychological insights add to the knowledge and understanding of the individual and, if accepted as being part of the whole, will assist the coaching process.

Review of the findings can highlight further individual development needs that

may be fulfilled by coaching and, therefore, the transition to one-to-one coaching becomes easier and focused.

It may be this article causes a pause for thought, an opportunity to reflect on whether coaching should always be on the development agenda and who is best placed to deliver it. Reflection is not a common enough activity – not just about whether to hire a coach but because of the pace of everything. How often do we allow ourselves the opportunity to properly reflect on what has happened, why it happened and how we felt about it? Reflection helps the coaching process because it makes us think for ourselves; a coach is not needed in the room to make it happen, but it is still an individual skill to be developed. Reflective questions can tease out the real issues, concerns and open up the mind; they acknowledge the challenges by self reflection, identify blockages and then work on answers.

Why more emphasis is not put on this skill is astounding; it should be a management competence, but unfortunately it falls within the category of ‘soft stuff ’ and yet can hugely benefit the ‘hard stuff ’.

As a coach I strongly encourage proper reflection, but we do all need to learn how to do it. How do we make sense of a mix of thoughts and feelings, of events that seem to be unconnected and how do we learn from these? It can be a simple process of allowing the time to sit and think in a structured way. Ask yourself a series of questions; what happened and what caused it to happen that way, how did you think, behave and feel as it was happening, what did you learn from this, and finally what will you do differently in the future as a result? Even if you decide against coaching itself at least check the series of questions that might help learning. Give it a go – the results may be surprising!

So why do I need coaching I’m good at my job? Just reflect on the article and then decide.

CONTACT DETAILS Nicola Bish is a Senior Practitioner of Executive Coaching and Mentoring. t. 07798 842681 e. n.bish@virgin.net www.talentacademe.com

www.isaschools.org.uk •

21

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

Dan Boorman and Claires Court School hosted the U16 Rugby Sevens Tournament at Maidenhead Rugby Club in March. Twenty teams battled it out on fantastic grass and 4G pitches for the title of National ISA Champions. Claires Court School won in the final of the cup against Trinity School and Kirkstone House School beat Bedstone College in the final of the Plate. The New Eccles Hall School beat Shapwick School in the final of the Vase. The event was extremely well attended by ISA schools and supporters. Congratulations to all schools who participated.

JUNIOR NETBALL TOURNAMENT

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

THE ISA JOURNAL THE MAGAZINE FOR INDEPENDENT SCHOOLS

RATE CARD

Page size & quantity

1 insert

2 inserts

3 inserts

Single page

1,695

1,495

1,295

For early right hand page

add 10%

For inside front cover add 15%

For inside back cover

add 10%

For outside back cover

Classified Rates Showcase Directory

1 insert

Single page

1,625

Half page

950

Quarter page

625

e-mail: christine@alchemymedia.co.uk or call: 01753 272022

e-mail: christine@alchemymedia.co.uk or call: 01753 272022 / 07919 347698

add 20%

MECHANICAL DATA

Mechanical Data PAGE

Bleed

306mm deep x 216mm wide

Trim

297mm deep x 210mm wide

Type area

278mm deep x 190mm wide

PDF/Film Specifications PDFs preferred. Full positive film, right reading emulsion side down. 150 screen – full colour; 133 screen – mono

Ad Copy Deadline 15 days prior to publication

e-mail: christine@alchemymedia.co.uk or call: 01753 272022

e-mail: christine@alchemymedia.co.uk or call: 01753 272022 / 07919 347698

ISA JOURNAL

CHRISTINE@ALCHEMYMEDIA.CO.UK OR CALL: 01753 272022

Alchemy Contract Publishing Ltd Gainsborough House, 59-60 Thames Street. Windsor SL4 1TX