seQuence - Issue 3 - February 2024

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uence Change Makers Reflecting on changes throughout the Initial Teacher Training year.

Spring Term 1 Issue, February 2024

Copyright © e-Qualitas Teacher Training e-Qualitas.co.uk

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Every January and February, I like to deliberately take time to remind myself of the changes that the eQ programmes and partnerships are about to undertake.

To date, there are 104 Second School Placement swaps, 39 of these are new schools which we have partnered with solely for Second School Placements.

Tracey Maloney e-Qualitas’ Initial Teacher Training Director

I try to do this in the most visceral of ways to prevent myself from becoming blasé about the trainees’ experiences on a second placement.

Often, it goes something like this… I have a university friend called Michelle, an excellent English teacher, teaching at a large school in Surrey. She’s been there for about eight years, revered amongst pupils and particularly for developing cracking schemes of work and bringing texts alive. Her pupils achieve extraordinary results, and she is fully embedded in the subject community. If, on January 8th, I received a phone call to say that we were swapping lives, there is no doubt that I would be daunted. I know ‘what’ she does, I know the job, I know about English, but I don’t know ‘how’ she does any of that in that setting. I don’t know the pupils’ names, I’m not sure if she has her own classroom (I really hope she does, that will make it easier), I can’t remember if she has done the Shakespeare text or not. Maybe she has a form group, pretty sure she has a Sixth Form one – I’m going to have to go back over the UCAS process to prepare myself. Also, I think she runs drama club…

See, works every time, heart rate now nicely raised and I’m ready for the second placement period of the programme. My preparation is the final piece to a yearlong design process, honed fully by the eQ curriculum team.

A teacher training course is a year of change and transformation, a good curriculum should always transform, it is also punctuated by contrasts - all the better to reflect upon.

We begin the eQ course by focusing on quality first teaching principles to ensure that some of the change around being in front of a class, being accountable and assuming a different role, are minimised. Ensuring that the theoretical underpinning of routines, behaviour and learning environment are introduced and consolidated through approximations.

It is incumbent upon us as educators to sequence the curriculum to ease a path through the changed state that trainees find themselves in and to ensure that pupil outcomes are the best that they can be throughout this process.

In the eQ partnership structure, we share a joint determination to navigate the changes for novices to the profession and teach them how to make adaptive alterations to their emerging practice.

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Those of you who are familiar with the work of Michael Fullan will recognise some of his phrasing there as he advocates for ‘culture-based accountability’. The culture of our partnership means that we are all, both invested in, and accountable for, trainee progression and ultimately, their successful entry to the profession.

Like me and my life swap scenario, trainee teachers do approach their second placement with a level of trepidation, often musing that wouldn’t it be good to perhaps go for a day, read about a different school via websites, ask a friend… anything but to experience a rupture in their knowing by experiencing change.

And there we have it, don’t we? ‘It is not by looking at things but by dwelling in them that we understand their joint meaning’, Michael Polanji The Tacit Dimension.

That is where we have been for nearly six weeks, we have all been in another place, changing and adapting, growing, and learning. Second school placements are a vital part of our programme and are also fraught with moving parts and sheer commitment from so many ITT Leads and mentors to make them work, but goodness, does it bring changes in practice.

For that, we thank you, for your unswerving commitment: ‘Empathy for context is an essential requirement for making change with the people who live the context every day. When it comes to given situations, there are no shortcuts to nuance’.

Michael Fullan Nuance

Current ITT Second School Placement (SSP) Mentors share their feedback on e-Qualitas’ curriculum sequencing and training programme:

“Prioritising core subjects works well for people who don’t have the full teaching responsibility. The SSP is well timed and will give the trainee an opportunity to observe more and then come back and apply best practice they have seen.” “e-Q’s Mentor bulletins are helpful, linking to trainees’ Wednesday training sessions.

Purposeful curriculum sequencing and good communication.”

“I enjoy the clarity, how it's broken down; it helps me target my observations, tying them in to the trainee’s weekly training sessions.”

“e-Q’s mentor bulletins lay out a clear focus for trainees to work on each week” “The progression makes sense and trainees are not overloaded at the start of the course; they are provided with the information they need most at appropriate points.”

“Good build up - if you can’t control the class then you can't really teach them any content. It's good that there's a focus on core subjects at the beginning too.”

“Relevant topics at the right time. Timing of topics has worked well.”

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Robyn Johnstone is Chief Executive Officer of Education Placement Group (EPG), suppliers of education recruitment and training services to UK Schools; EPG’s businesses include e-Qualitas and Teach London.

In this interview, Robyn reflects on the changes she has seen within education during her career; also discussing the impact that Teach London - a company that assists international teachers relocating to the UK - is currently having on the education sector.

Originally from Australia, Robyn first worked as a teacher and senior leader in schools in both Australia and the UK; having been involved in the education, recruitment and teacher training sectors for over 25 years.

(eQ) Over the years that you have worked in education what are the key areas of change that you have seen?

(RJ) “The most obvious focus has been narrowing the attainment gap and the increased focus on improving reading and phonics knowledge. More recently reading for pleasure has become key.

More generally there is more targeted one-on-one support in the classroom with increased intervention and pastoral care for pupils.

There are a lot more Teaching Assistants and support workers in schools versus 15 to 20 years ago. Since the pandemic new problems have surfaced or been exacerbated and as such there is a bigger focus on identifying the changing needs of pupils and teachers.

For teachers there is a bigger focus on reducing workload and improving their well-being than many years ago. The other big change has been the use of technology and digital tools being used inside and outside of the classroom.

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These tools are creating better connections between home and school and changing the landscape for educators. I believe that the introduction of pupil premium, academisation and more support workers in schools has had a positive impact over the past 15 years and more recently the impact of changes in Teacher Training has meant we are creating more resilient teachers for the sector, who have a grounding in research for their profession.

You are Australian and trained to teach in Australia before coming to teach in the UK – which aspects of your Australian teacher training course had the most impact on you?

Most definitely the Teaching Practices. Australian teachers generally do two teaching practices a year during their four years of training. I was able to experience a big variety of schools during that time and it was what ultimately gave me the confidence to take on teaching in another country.

You have created Teach London for other Australian teachers – what is that and what contribution is it making to the sector?

London in particular has a very transient population compared to the rest of the UK and there is higher need for good, experienced teachers who are ready to take on the challenges of teaching in London. Many of our teachers are coming to London to develop their careers and are eager for progression. Those who have the motivation to travel and work in another country and make such a leap tend to have a lot of enthusiasm, energy and passion for education. As a result, they tend to have a very positive impact on pupils’ learning.

I know that London pupils relish the diversity that Australian teachers can bring to the classroom. I haven’t forgotten being asked to run a school assembly on Australian culture many years ago and it proved to be very popular with my students.

At the same time, I was able to experience the diverse range of pupils that London schools were able to offer and it had a big impact on my own education and teaching experience.

How do you prepare Teach London teachers for managing these very big changes to their lives?

There is a lot of work our team do before Teachers get on the plane which helps to acclimatise them when they arrive.

It takes about 18 months from when a teacher makes a decision to when they arrive in London and during this time, we are able to educate them on what to expect, introduce them to a variety of schools, offer CPD and of course secure them the right match. When they arrive the key is ensuring they have a network of other teachers in London that they can socialise with and Teach London facilitates many social events for them throughout the year.

Teach London’s staff are also teachers and have made the journey themselves so can empathise, offer advice and visit them in school to provide pastoral support if necessary. The alumni of teachers who have travelled and worked in London before are also key to the equation as they can offer professional advice to any new teachers arriving.

How do you hope the experience of teaching in London will change Australian teachers?

Without doubt they have the opportunity to progress their careers at a much faster rate in London than in their home country. Often it can take 10 to 15 years to reach Head of Department in Australia but many of our teachers have secured these roles within 5 years in London. We have many who have also reached the dizzy heights of Headship and now actively recruit teachers from overseas. Depending upon where you come from in Australia, London offers our teachers the opportunity to experience the melting pot of diverse cultures and world class CPD. They certainly gain an enormous amount of experience both personally and professionally by teaching in England.

Visit TeachLondon.co.uk If you’d like to learn more about Teach London and Robyn’s work helping teachers locate to the UK.

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Stephanie Davis e-Qualitas’ ITT Programme Coordinator

Stephanie Davis worked as a Primary teacher and English Lead practitioner for nine years in the UK and the Caribbean. She is now eQ’s Programme Coordinator. Stephanie reflects on her experiences living and working abroad through utilising resilience.

Resilience is a skill which means different things to everyone. Some of the synonyms that ‘resilience’ conjures are strong, adaptable and flexible. As teachers, we try to instill resilience in our pupils as it is an invaluable skill when learning, but what does resilience look like for adults and professionals, and how can it help us to succeed with adaptation?

One thing that is certain, change. Curriculums change, classes change, jobs change and personal goals change. We may opt for change but equally, it’s not something that we always have control over. While uncertainty and newness can be unsettling, it can also be exciting - if approached with intent. I decided to move to the Caribbean once I was a qualified teacher and felt secure enough in my practice to leap into the unknown. While I was excited to make my childhood dream of travelling the world come true, it was also a risk. What If I didn’t like it? What if I didn’t make any friends? What if…? When I packed my bag and took a 12-hour flight across the Atlantic, I told myself that it would be an adventure and if I wasn’t happy, I could always leave and return home to London.

My time in The Cayman Islands was nothing short of wonderful; white sandy beaches on my doorstep, year-long sunshine and interesting people to learn new things from. Looking back, I think that one of the reasons this experience was a success for me was that I embraced change.

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When moving to a new country, there is a lot to learn.

From finding somewhere to live to opening a bank account and discovering ways to make friends. It can be overwhelming, as can many new chapters in life.

Finding ways to be in control can make you feel more secure. I did this by utilising the resources that I had.

I asked my school how to find accommodation and used their recommendations on banking and services.

As I didn’t drive, I found an apartment close to work. I drew upon the network which was immediately around me. Colleagues were very helpful and would let me know when they were going to the supermarket or into town, so that I could get my bearings. My first friend was a colleague. We ventured around the island together during my first few weeks I then eventually made new friends through joining clubs and accepting social invitations. This gave me a sense of independence and allowed me to explore new activities.

Before moving to Cayman, I didn’t know much about Gaelic football, but I was told that it was a great way to meet people, so I joined. Conscious that I wanted to experience meaningful endeavors, I looked for voluntary opportunities which were where I gained my most unique experiences. Beach clean-ups, working at food banks and organising fundraisers through the Rotary Club allowed me to connect with locals and feel a part of the community, and not just the expatriate one which could have been easy to be limited to.

Adapting to a new environment is a challenge. I quickly realised that independence on the island without a vehicle was limiting, so I took up driving lessons. Keeping a list of personal goals allowed me to stay purposeful about my time. I would write down places I wanted to visit on the weekends and incorporate routine in my schedule; I would swim most evenings after work. Even though I had been teaching for several years before I took up the post, the school I worked in had different protocols and ways of working to my previous school.

I ensured that I asked questions to senior colleagues and studied the school’s policies and mission. I tried not to compare my previous school to my place of employment. Drawing upon experience is good but it is not always useful to pick out, what may appear to you, to be flaws. Chip and pin didn’t exist in Cayman, when I first moved to the island, and I wasn’t quite born within the era of the needing to master a signature. It was cool to create one. Physically paying a bill in person, at the office rather than by direct debit, was a change which I had to allow time in my diary for.

Due to the heat, and the slower pace of life, I learnt to walk much more slowly and to greet people rather than be tempted by normalised cosmopolitan habit of rushing everywhere. All of these subtle cultural and structural differences allowed me to be flexible and learn a new way of living.

I also ensured that I attended work socials and joined the staff social and wellbeing committee. Being a part of groups can help you to contribute to a new environment. When I was told that I would independently lead a year 5 residential to one of the sister islands, Cayman Brac, I was undoubtedly excited but nervous. I ensured I had the itinerary planned to a T, the relevant contact details, and that thorough risk assessments had been conducted. Being organised and knowledgeable can help you feel more confident in new situations. The trip was incredible! Never before had I travelled on a 16-seater plane (I don’t think I would choose to again either!).

Landing through what looked like jungle was scary – I owned it and let a scream or two slip in front of the class. The pupils laughed and I think they realised that I was human and that while I was the teacher/leader, I was also experiencing something new. I’m not sure if I maintained my cool as well when, during a snorkeling trip, a pupil told me that a nurse shark was circling me We are lucky to live in an age where technological tools, which can be used to our assistance, are in abundance. The internet made it easy for me to stay in touch with family and friends. I would often call my

family while driving home from work as this hour was a good fit through the time zones. This also added increased routine to my week. Sometimes curveballs can be thrown your way and routine can go out of the window - no one predicted 2020 but we got through it.

Remote teaching and not seeing my family for 18 months was a challenge. Regular calls and networking with other teachers allowed me to find comfort and resources. Understanding that nothing is permanent can be reassuring – difficulties will pass.

When an earthquake struck Grand Cayman while I was teaching an English lesson, I kept my class safe by remembering the protocol – seek shelter under the desks. I had this sign-posted on the wall and it automatically kicked in. It is during unpredictable and stressful times like these that we realise what we are capable of. I was lucky that my four-year stint in The Cayman Islands was a success. I made it purposeful and welcomed the change that I’d longed for.

Top tips for being resilient during the face of change: 1. Orientate yourself with your new environment – what key information do you need to know?

2. Find ways that make you feel secure – create a routine.

3. Set yourself goals and revisit them regularly.

4. Join committees and seek opportunities to be a contributor.

5. Develop a support network and don’t be afraid to ask for help.

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Claire Bertram e-Qualitas’ ITT Tutor

Technology has advanced at an unprecedented pace, transforming how we live, work, and interact with each other. As education continues to evolve in the digital age, teachers find themselves navigating an ever-expanding digital landscape.

The need to be digitally literate in the workplace is becoming more a necessity than ever before. Joining e-Qualitas in September 2023, the use of technology has been an invaluable tool in minimising the effects of change into a new job role. When change is upon us, it is so easy to forget the obvious techniques that we know support us in times of change. What follows are some of the often forgotten areas…

Setting up email folders can help to reduce the inbox clutter by moving messages into different categories.

This enables the prioritisation of tasks and finding messages can become easier. Instead of using the search function or having to scroll through the whole inbox to find an important email, it can be at your fingertips.

Organising folders for parent communication, CPD and subject specific emails from subject leaders could be a useful starting point. Demonstrating to staff how to delay send and schedule when they send emails, can allow flexibility of work hours whilst also setting the expectation that teachers should be having wind down time during the working week and at weekends.

Post covid, Learning Management Systems (LMS) such as Google Classroom and Microsoft Teams have become integral to the education system.

These platforms streamline communication, assignment management, and collaboration. Google docs and OneDrive allow teachers to amend documents at the same time, which can reduce teacher workload when planning can be done digitally and collaboratively.

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Using folders to save information in an organised and methodical way can help teachers to save time throughout the year.

It means that planning, resources, communication with parents, assessment and reports are quick and easy to find.

Spending time with staff explaining how shared folders are organised within your school either through a LMS or the school network can help new staff to navigate what they need quickly. It allows teachers to easily access information like staff meeting minutes, INSET materials and subject specific skill progression documents. Showing staff how to create shortcuts on their desktop to these can also be beneficial.

Teachers often have websites which they access frequently, whether it’s to access planning schemes, safeguarding software, or resources. Adding favourites to the web browser can also save teacher’s valuable time and not everyone does actually know how to do that.

Teachers invariably have a long list of to-do tasks, which can feel overwhelming. Apps like Microsoft To Do and Google tasks can help with to-do lists and aid teachers in prioritising tasks in their day or week and scheduling their time to maximise their productivity.

Joining online communities and forums dedicated to education provides a support network for educators.

Platforms like Facebook and Pinterest are excellent places to connect with other teachers. Engaging in these digital communities fosters collaboration and the exchange of ideas, creating a valuable resource for navigating the challenges of a new teaching role.

Adequate technical support is crucial for alleviating the stress associated with digital challenges.

Many schools have established a reliable support system, whether through on-site IT or accessible online helpdesks. This ensures that teachers can address technical issues promptly, preventing frustration and minimizing disruptions to their teaching routines. Ensure that new staff know who they need to go to or who they should email if they have any problems.

By staying digitally literate, continuously developing professional skills, and creating innovative learning environments, educators can not only adapt to change more effectively but also lead the way in shaping the future of education.

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Shanti Chahal e-Q Subject Lead

At e-Qualitas, we aim to produce teachers who are aware of their part in creating an equality of experience for all pupils.

As part of their learning in this curriculum area so far, the trainees have worked with experts in their field through sessions from Alistair Crawford and Ellie Collar on SEND and inclusive practice. Through these sessions, they explored addressing the deficit narrative, neurodiversity and graduated response. This article aims to showcase and celebrate the work already undertaken with trainees to develop their understanding of inclusion and diversity, emphasising the importance of intersectionality and reflecting realities through reading.

At the Mid-Phase conference in January, a key moment of change for the trainees, they explored the concept of Intersectionality and how Kimberlé Crenshaw’s work is applicable within their own practice. This helped the trainees to develop their understanding of the interconnectedness of identity. We found that a whole cohort focus on intersectionality was essential to begin to equip teachers to address the diverse needs of their students. Subject and phase-specific sessions further enhanced this understanding by tailoring discussions to the unique challenges and opportunities within each discipline. One example of this was a focus on humane education within the humanities cohort where trainees explored how their practice can prepare future generations to find answers to the challenges that we face.

One of the key elements of our course is an emphasis on Reading for Pleasure. From the Reading Framework, we know that each of our trainees must be mindful of their role as an influencer in reading.

One way in which we have supported trainees with this is through a visit from Sanchita Basu De Sarka Sanchita, which developed trainees’ knowledge of children’s literature through her own recommendations as well as providing trainees with an insight into how to run successful and engaging book club sessions to children of all ages. Primary trainees developed this knowledge further by considering the importance of reflecting realities through their book recommendations. They explored the CLPE’s Reflecting Realities report and used the lens of The Equality Act, 2010 to reflect on their own book recommendations for pupils. One trainee gave the following feedback: “From the last inclusion and diversity session, I researched some age-appropriate books for my class and the head teacher purchased a few of them.

I read them during story time and the children really enjoyed them.”

As part of this exercise, the trainees explored prompts to critically assess the materials they use in the classroom. By encouraging self-reflection, we hope that our trainees develop an awareness of the importance of representation in fostering a culturally responsive and inclusive learning environment.

Whilst considering allyship as a journey, we discussed starting our allyship with a single act. We hope that from the work that the trainees have completed so far, their first single act as agents of change may be recommending texts to their pupils, being mindful of intersectionality and how realities are represented.

We look forward to the trainees continuing to develop their knowledge of inclusion and diversity through our upcoming work with Diverse Educators. Trainees will explore sessions such as: The Power of Stories, Bennie Kara Becoming an Inclusive Ally, Adrian McLean Neurodiversity Friendly Classrooms, Catrina Lowri

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Hayley Ellison e-Qualitas’ PE Subject Lead

“Inspire changemakers to transform attitudes, improve practice, and drive policy change. Together we will harness the power of play and sport to build belonging for a generation, improving health, fostering inclusion and developing character and leadership” – Youth Sport Trust 2022 The Youth Sport Trust Strategy for 2022-2035 embraces change to transform lives and build belonging. In a term when our e-Qualitas trainees have experienced the change that comes alongside second school placements, I challenge us to consider how we can embrace the concept of changemakers and the impact they can have on success.

The Covid-19 epidemic created change for a generation, change which has resulted in low levels of health and fitness amongst many, and change which has resulted in a reduction of sporting opportunities particularly for our young people at an influential time in their lives. The Changemaker strategy aims to encourage “healthier, happier, more resilient young people”. The objectives of creating a societal shift by 2035, would not only transform attitudes but would improve the lives of many, and uses sport as a vessel to achieve this.

The report identifies six categories of changemakers and has developed tactics on how each key group can help to bring about change.

As educators we are challenged with “levelling up life chances and tackling inequality”, as organisations our schools can influence this change by “reclaiming play and sport” and as individuals we can contribute by “increasing our relevance to a changing world”.

The positive impact sport and physical activity can have on individuals is inspiring.

It is important for us to not only support strategy’s such as this to encourage better physical and emotional health, but for us to consider the concept of change. The concept of changemakers signifies that for there to be an effective and sustained shift in attitudes we need work alongside multiple individuals and organisations towards that one shared outcome.

As we guide our trainees through this time of change, I urge us all to not only consider the impact we can have on changing lives by supporting this sporting policy, but by exploring who the changemakers are in our organisations. How we can work in partnership together to act as changemakers for our trainee’s development. How by supporting our teachers they too can become changemakers for the pupils we teach.

Please see the link below to access the Youth Sport Trust Strategy. Discover what they are doing to inspire change, and to empower young people to build bright futures. https://www.youthsporttrust.org/media/nu1dxzz3/ys t_strategy_2022-35.pdf

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This icon is part of the eQ mentor principles series and appears on tutor visit forms for this term, the mid phase of training, also titled as ‘consciously unskilled’. Is there ever a more frustrating state to find oneself?

Tracey Maloney, Initial Teacher Training Director

Those of us who have attempted to learn anything new will know about this part of the process and the liminal space that we inhabit whilst in it.

It is an all-consuming place to be for both trainees and mentors who are working together, having changed the absolute fundamentals of their weekly meetings – entirely different people in the room. We are grateful to mentors at our second placement schools for being so ready to ‘learn’ about their new trainee, new provider in some cases – welcome! That is what we are hoping to model to novice teachers, you can prepare for change, read, research, arm yourself with knowledge.

This icon is there to support the conversations that arise following ‘surprising’ lessons, ‘confusing’ interpretations of new timetables, and rewardingly often ‘staggering’ success with a lesson phase that hasn’t happened before.

To respond to change can sometimes be about locking in that approach and committing to honing it further – it’s not a coincidence that our ITAPs are placed at pivotal change moments throughout the programme.

Both the symmetry and the cyclical nature of the icon design reinforces the reflective work required to assimilate change.

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Joanna Igoe e-Qualitas’ ITT Subject Lead for Science

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The first month of the calendar year sees e-Qualitas trainees embark on their Second School Placement, sharing their experiences with fellow trainees when they come together for their online and in-person training days.

Here are some highlights from in-person training days that took place at our HQ in London in January 2024, including our full-cohort conference training day with voice coach Janet Shell:

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e-Qualitas is recognised as a leading UK provider of school-based teacher training. We are proud of the variety of training pathways we offer, our ambitious curriculum and the success of our trainees. e-Qualitas strives for excellence through its high expectations from recruitment, engaging with schools through training in partnership and further into employment.

Evidence shows it is the quality of teaching that can make the biggest difference to children’s learning in the classroom and to their ultimate success in school.

Our intent therefore, is for the e-Qualitas curriculum to be cohesive, integrated and personalised with placement needs in order to train high quality teachers, preparing trainees for the reality of subject teaching and the classroom.

The curriculum is sequenced to provide trainees with access to expert practice and research at appropriate times in their training. Adopting a 'layers of learning' approach offers valuable opportunities to revisit and consistently deepen understanding of key components within subjects.

Graduate trainees are enrolled via the employmentbased Teaching Apprenticeship and School Direct programmes.

Our ITT Programme: Programme Length: Full time (53 weeks) Next start date: September 2024 Qualification: QTS + Level 6 PGTA Trainee salary: from £20,598 to £25,831 Subjects available: We nurture a genuine passion for teaching, modelling a commitment to lifelong learning and professional development, placing evidence-based research in the foreground of our training.

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English Maths Science (Biology, Chemistry, Physics) Geography History P.E. Primary Education

If you are from a school and you would like to speak with one of our consultants in the Partnerships team, you can call us on 0203 910 0403, or alternatively email us at ITTConsultants@e-qualitas.co.uk If you are a graduate looking for a school to train with, please contact our Resourcing team via teachertraining@equalitas.co.uk If you would like to enquire about teacher training for a specific subject or phase, you can contact our subject leads and curriculum team directly: Tracey Maloney, ITT Director: tracey.maloney@e-Qualitas.co.uk

Shanti Chahal, Primary English Lead shanti.chahal@e-Qualitas.co.uk

Juliet Searle, Secondary English Lead: juliet.searle@e-Qualitas.co.uk

Vicki Cann, Primary Maths Lead vicki.cann@e-Qualitas.co.uk

Charlotte Fell, Secondary Maths Lead: charlotte.fell@e-Qualitas.co.uk

Ashleigh Bruce, Primary Phonics Lead ashleigh.bruce@e-Qualitas.co.uk

Joanna Igoe, Secondary Science Subject Lead joanna.igoe@e-Qualitas.co.uk

Stephanie Davis, ITT Programme Co-ordinator stephanie.davis@e-Qualitas.co.uk

For all queries relating to training in PE, History and Geography, please contact us via teachertraining@e-Qualitas.co.uk ITT Partnerships Team: 4th Floor Hend House 233 Shaftsbury Avenue London WC2H 8EE Telephone: 0203 910 0403 Compliance Team: Sir Wilfrid Newton House Newton Chambers Road Chapeltown Sheffield S35 2PH For more information about our ITT programmes and latest news, visit e-Qualitas.co.uk

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