THIRD SECTOR

The Prisoners’ Education foundation in 1989. It funds distance Trust was unable to put learning courses in every prison in educational staff into England and Wales, reaching more prisons during the lockdown than 1,600 prisoners this way in 2019. It is funded by charitable trusts and education system; and foundations, individual donors and an help them with challenges annual Ministry of Justice grant. that might distract them “Prison education usually focuses on from education, such as literacy, numeracy and basic ICT, but problems with health, we can fund many more courses, from housing or poverty.” GCSEs through to A Levels and degrees As an example, RSN through the Open University; along with has worked with a young vocational courses, like bookkeeping, man from Afghanistan health and safety or horticulture,” says since he was 15, fi nding PET CEO Rod Clark. “We can help people him a mentor to support with creative studies too.” his maths and English Although it was possible to deliver studies, helping him distance learning during lockdown, progress through FE, then the crisis made it harder for prisoners to apply for university and to apply for PET-supported courses, The crisis has also created problems for much larger third sector organisations working in FE. The Workers Educational 53% scholarship support. He is now completing a degree in computing and is working with RSN to support other as educational staff in prisons usually help with this process and they were not present in prisons. This led to a 25 per cent reduction in applications to PET courses. Association (WEA), founded in 1903, delivers courses throughout England and Scotland. A sister organisation, Adult Learning Wales, does so in Wales. Most WEA learners live less than three miles from their nearest venue. The proportion of charities and voluntary organisations in education that are classed as ‘micro’ young refugees. RSN delivered many of its services using digital technology during lockdown, but some students found it diffi cult accessing those services. In April, with the assistance of a targeted fundraising campaign, the charity launched a freephone advice line for learners in prison. By early July it had taken more than 300 calls from 150 learners in 60 prisons and from prisoners’ family members.

The Covid-19 crisis has created Norman cites the case of Future funding unprecedented challenges, beginning with a young man who was trying to complete There is an appreciation of the the suspension of all face-to-face learning a Level 2 BTEC in plumbing and heating contribution these organisations make to on 23 March. “At that point our online engineering, alongside GCSEs in maths FE within the education sector – in 2019 off er wasn’t as strong as it could be, but we and English. “He needed to produce AELP launched a Third Sector Special moved hundreds of courses online,” says enough work for his teachers to be able Interest Group, with the aim of giving WEA general secretary and CEO Simon to assess it but for most of lockdown he them a more powerful voice, while raising Parkinson. “It was an incredible challenge. was working on a mobile phone,” she awareness of the value of their work. We did it by investing charitable reserves explains. She praises schools and But Parkinson is concerned about in equipment and training.” colleges that proactively tried to fi nd the prospects for organisations

Another much smaller, much younger out which students did not have access eff ectively operating in two sectors organisation, the Refugee Support to technology and fi nd ways to supply that are both in desperate need Network (RSN), was launched as a local project by members of Community them with laptops and internet access. THIRD SECTOR of secure long-term funding; and against Church Harlesden in north London in 2009. It now supports about 500 young On the inside ORGANISATIONS a backdrop of economic turmoil: refugees and asylum seekers each year, including unaccompanied children, in Charities also make invaluable contributions PLAY A CRITICAL “We are in for a hard economic recovery; locations across the country. “All our work is aimed at helping to address barriers to education for these young people,” says Bryony Norman, head of specialist education and wellbeing support at RSN. “Our trained staff members help them to navigate a complex to education inside the UK’s prisons. The Prisoners’ Education Trust (PET) has supported more than 40,000 learners in prisons since its ROLE IN DELIVERING EDUCATION FOR SOME OF THOSE WHO NEED IT MOST and I have concerns about the longer term funding of communitybased learning, when the pressure really comes on the public purse.”

Lockdown presented huge challenges to education providers up and down the s if coping with the sudden transition to virtual learning wasn’t enough to keep learning providers busy during the Covid-19 lockdown, A country. As well as many also supported their community. Whether it was off ering rapidly switching up college facilities to produce vital to online learning, personal protective equipment (PPE) or distributing food, many many also were keen found a heightened sense of to help out in their purpose within their local area. Learning Curve Group, for local communities example, donated £20,000 to an emergency Covid-19 fund to

BY JO FARAGHER support community groups. “One of our business values is to ‘do the right thing’ and I don’t think we could go back to our colleagues RISING TO THE CHALLENGE and, most importantly, our learners authentically without doing everything we could to help as many people as we could throughout the pandemic,” says CEO Brenda McLeish. We profi le the eff orts of several organisations, which have benefi ted not just the communities themselves but boosted engagement among staff and students.

1GATESHEAD COLLEGE ‘As far as nursing training goes, this is possibly the best introduction anyone could have’ Facing the loss of classroom and industry placements due to the Covid-19 lockdown, students at Gateshead College managed to get some fi rst-hand work experience they had not expected. Eightyeight health and social care students from the college spent 12 weeks attending crisis care briefi ngs and working on criticalcare coronavirus hospital wards or in local care homes.

“While the college switched to a 100 per cent virtual working environment following government closures, one of the biggest challenges we faced was ensuring practical-led courses were still given adequate hands-on support throughout lockdown,” says Chris Toon, deputy principal.

“For our health and social care students and apprentices, Covid-19 provided the opportunity to step up and take on new responsibilities. Many of our students have been reassigned to specifi c Covid-19 care roles where they’ve been able to put everything they’ve learnt on their course into practice, gaining valuable on-the-job experience.”

One student, Sophie Graham, is due to start a nursing science degree at Northumbria University, and was redeployed to the frontline to work in critical care on the coronavirus wards. “As far as nursing training goes, this is possibly the best introduction anyone could have, it’s a massive learning experience,” she says. Her studies on how humans battle disease helped her understand the decisions being made around treatment for coronavirus patients. She also gained a more in-depth knowledge of infection control and using PPE.

Staff at the college have also done their bit for the community, making knitted

hearts for patients receiving treatment at Gateshead’s Queen Elizabeth Hospital.

The college’s ‘knit and natter’ group knitted hearts in pairs to help those who can’t be with their loved ones in hospital. One knitted heart stays with the patient and the other with family. “Because of social distancing measures, we were unable to meet so I came up with an idea of knitting together virtually,” says digital innovation and IT manager Helen Richardson. “We just had to get involved and give a little something to those in need during these uncertain times.”

2BARNSLEY COLLEGE ‘We have been an anchor institution during a diffi cult period’ Barnsley College was one of many institutions that redirected its resources to help out during the pandemic. Working in conjunction with local businesses, the Barnsley Digital Media Centre and the local library, they used cutting and 3D printing equipment from the art, design and fashion department to make an initial batch of 2,500 visors for Barnsley Hospital, donating money for the materials for a further 1,000 to be made. It was a collaborative eff ort, with a local web design business developing a visor design and delivering a prototype for the hospital to approve.

This was just one of a number of projects the college was involved in at the height of the pandemic. College tutor Sarah White established a network called ‘For the Love of Scrubs’, which provided over 100 sets of protective equipment for health and care workers, with volunteers buying their own fabric or donating to support, as well as supporting distribution. Meanwhile a cook in the college’s catering services department, Daniel Lambert, was busy in the kitchen at Barnsley Hospital helping to prepare meals for NHS staff working on the Covid-19 wards.

Other initiatives have included donating PPE to the hospital as well as chemo suits, protective glasses and gloves. Assistant principal Liz Burkey volunteered with a food bank in Sheffi eld while the catering department donated soft drinks, crisps and confectionery to the cause. Construction technician Arran McCallum, meanwhile, spent a week at the London NHS Nightingale hospital as a St John Ambulance volunteer.

Yiannis Koursis, principal and CEO at the college, says he is very proud of the many ways in which staff and students have contributed. “It has enhanced our connection with the local community – we have been an anchor institution during a diffi cult period,” he says.

3LOCAL AUTHORITIES IN PETERBOROUGH AND CAMBRIDGESHIRE ‘We’ve got parents onboard who may have felt uncomfortable accessing education in the past’ Pat Carrington, principal of City College Peterborough and assistant director for employment and skills for Peterborough and Cambridgeshire City Councils, needed to keep facilities open when lockdown restrictions were enforced, but also stepped up to respond to the crisis demands of the local authority.

She says: “We had to stay open as we have vulnerable young people who access our services, as well as key workers’ children and adult social care centres. The buildings were open so we thought what else can we do for the local community?” The colleges and centres received a weekly delivery

WE HAVE BEEN AN ANCHOR INSTITUTION DURING A DIFFICULT PERIOD

of food from the charity FareShare but had no students to feed, so put together a team of catering, facilities and teaching staff to produce hot meals for vulnerable residents or those who would normally have had free school meals.

They also provided a ‘meals on wheels’ service for a local housing association where some residents had not qualifi ed for government support but were unable to secure online supermarket deliveries. “The fi rst time we did it we cooked 20 meals,” says

Carrington. “But we soon became more effi cient and cooked 200 a day. We worked with another charity to deliver packed lunches to local homeless people who had been put into hotels.” Peterborough and Cambridgeshire library services created a website for people who were shielding to access learning and reading resources to keep them occupied. Some college staff even added craft or gardening

videos, and the site will remain up once the pandemic has passed. Staff were also involved in assembling craft packs for families and scrub bags for NHS and care workers.

Aside from the immediate benefi ts for vulnerable residents, the activities the colleges have been involved in have provided some positive publicity. “This puts us on the radar of some of the most vulnerable families, and we’ve got parents onboard who may have felt uncomfortable accessing education in the past,” she adds. “We’re using our civic role to bust the myth that ‘education is not for me’.”

It’s boosted staff engagement, too. “Everyone wanted to do their bit and there was a camaraderie of people wanting to work together to support each other,” says Carrington. “It’s also built bridges between departments and work areas, giving a deeper understanding of how we can work collaboratively.”

4HERTFORDSHIRE ADULT AND FAMILY LEARNING SERVICE ‘One learner described learning to make these as one of the blessings of lockdown’ While hundreds of small fi rms and independent makers were stitching together masks for health and care workers during the pandemic, volunteers in Hertfordshire’s Adult and Family Learning Service (HAFLS) saw a gap in the market for ear-protectors.

“These are something you can wear at the back of your head with a button to attach a mask to, to stop your ears getting sore from wearing a mask all day,” explains Wendy Nurse, marketing and outreach manager. Learners and staff alike jumped at the opportunity and started producing the protectors and sending them out free of charge.

But there was an additional benefi t, adds Nurse: “One learner described learning to make these as one of the blessings of lockdown, while it has expanded people’s technical and digital skills. They’re not just learning how to sew, but how to use online meeting tools such as MS Teams.”

HAFLS brings together a number of diff erent services, and lockdown really brought them together to support the community. The Building Better Opportunities group, which supports employability in the community, set up a Zooming cafe so its users could enjoy a quiz or virtual coff ee morning.

“A lot of people come to their courses for the social aspect, so this had a huge impact,” says Nurse. One of the organisers even received a certifi cate from the Lord Lieutenant of Hertfordshire for being a ‘hero of Hertfordshire’. Additional community courses, such as e-safety for children, virtual interviewing and life after lockdown have been oversubscribed.

The impact has been so positive that HAFLS hopes to expand the number of virtual courses and services it off ers after the pandemic subsides. Staff have expanded their own digital knowledge and now feel more comfortable running courses online. “We won’t go backwards, this is our chance to off er more support to more people, and this will fi lter across all of our partnerships,” adds Nurse.

5SOUTH DEVON COLLEGE ‘We donated vans full of food, packaging up to 800 meals a week to support children’ Students and staff at South Devon College have rolled their sleeves up ever since coronavirus began to impact the community, producing PPE for local health services and using 3D printers to produce visors. The college developed an open-source design that could be replicated by businesses and other colleges across the country.

One of the biggest ways the college helped out was working in partnership with RE4orm, a community interest company based in Torbay that looks after vulnerable children and families. “We run our catering in-house and knew this would be closed, so looked into how we could donate,” says principal Laurence Frewin. “We donated vans full of food, packaging up to 800 meals a week to support children, some of them our own learners.” Students and staff volunteered with deliveries.

The college’s virtual art exhibition – where students showcased their end-of-year work online – also had an impact on the wider community. “It brought together people from all over the world; people were connecting remotely and we were doing something diff erently,” he adds.

Additionally, performing arts students have been raising awareness of a struggling local theatre in Paignton, performing poetry on stage and keeping it at the forefront of the community. The college has also worked with local fi rms to help them understand the government’s furlough scheme and to ensure that apprentices were supporting employers while they were not able to physically attend college.

“There were a number of people who didn’t know what the college did or what we can off er,” says Frewin. “We’re not just here to provide education, we have a bigger part to play. This has been a good way to prove that.”

JO FARAGHER is a freelance journalist and former editor of Tes magazine

MAKING THE DIFFERENCE

Qualifi ed Teacher Learning and Skills (QTLS) status allows training providers to develop their staff with the skills they need to teach with confi dence

t’s arguably more

Iimportant than ever to recognise your teachers’ and trainers’ commitment to what they do. Qualifi ed Teacher Learning and Skills (QTLS) status is a great way to acknowledge how they’ve developed their skills and broadened their teaching practice, and it’s a nationally recognised status underpinned by a set of professional standards.

Lawrence Barton, managing director of training provider GB Training, counts QTLS as part of the company’s “continual development strategy for tutors to off er an outstanding curriculum”. A number of the company’s trainers have demonstrated the skills and qualifi cations necessary to gain the status, and there has been a marked increase in their confi dence that has in turn been passed on to other colleagues. “It’s given people higher levels of motivation and insight,” he says.

Tracey Bedford, curriculum lead for health and social care and functional skills at GB Training, recently gained QTLS status and says it has reignited her passion for learning. Since achieving the status, she’s helped to develop and facilitate a CPD programme for more supports the development of curriculum, than 40 staff , in which she trains tutors particularly at higher levels.” and assessors on techniques, shares Those who have attended her courses tips on active learning and how they feel equally enthusiastic about her can improve their training practice. She development. Stacey Hall, who attended hopes to gain Advanced Teacher Status, a ‘train the trainer’ course, says she did which recognises experienced teaching “something I never thought I’d do” thanks professionals who can demonstrate to Tracey’s encouragement. “I stood up in mastery in their teaching or training. For front of strangers and gave a presentation her, QTLS is a crucial stepping stone on in a classroom, feeling very proud of myself, that journey. thanks to a fantastic tutor,” she says.

Victoria Harte, director of quality QTLS is an ideal next step for those at GB Training, says that the benefi ts who have completed their initial teacher of supporting staff to achieve QTLS go training or who have some experience of beyond career advantages for the teaching. It is recognised in law as individuals themselves: “QTLS has having parity with Qualifi ed Teacher not only had an impact on Tracey’s Status (QTS), which means those teaching practice, but people can also work also company-wide. Tracey has been able A FOCUS ON HIGHER in schools. Those who gain QTLS feel to share her expertise and support tutors in ORDER SKILLS it has boosted their career prospects developing their own teaching approaches, broadening their understanding of learning theories and then putting these into practice in the SUPPORTS THE DEVELOPMENT OF CURRICULUM, PARTICULARLY AT as employers are looking for teachers and trainers who are committed to improving their practice. It can open doors too, as many classroom. A focus on higher order skills also HIGHER LEVELS jobs include it as a requirement.

SAMSON CHUMBU

ICT lecturer, Bucks College When I fi nished my computer sciences degree in 2012, I decided to go into teaching in further education, which I achieved by completing my PGCE in FE.

My main reason for undertaking QTLS status was to expand my horizons. I discovered that with QTLS you can work in secondary and FE, which was a big draw for me.

One of my objectives with QTLS was to explore ways we could get our students to experience the employment environment. I can see the impact this has had on my students on visits where they can see programmers in action. They can now see how relevant their course is to work in the industry. My manager has also noticed a difference in my students’ motivation through them having this exposure to the workplace.

One of the things I’ve discovered is that I’ve never really had time to refl ect on the way I used to teach. After completing QTLS, I’ve found myself thinking more about what has gone well in the lesson, what I did wrong and how can I improve. The lesson I might have taught to a group today may be slightly different to how I’ve done it previously, because I’ve found out something that I wasn’t doing right, and therefore I’ve changed it for the next group.

My advice to others considering undertaking QTLS is that, yes, sometimes it will be hard when you are working and trying to do everything, but hang in there. You just need to follow the portfolio stepby-step and try not to cut corners. If you do what you say you want to do, you will see the benefi ts of it.

TRACEY BEDFORD

Curriculum lead, health and social care, and functional skills for GB Training Three years ago, I completed my Diploma in Education and Training (DET) with the University of Warwick, in collaboration with Walsall College. My decision to undertake QTLS re-ignited my passion for learning again. For me, it’s not about ticking boxes to satisfy CPD requirements; it is because I thrive and enjoy it.

I’ve loved the QTLS journey. When I went through the Professional Formation process, it helped me to challenge my practice by using the Professional Standards. I had already been using them to self-evaluate as part of my DET, so this helped me to look at what I needed to develop to fi ne-tune my teaching practice.

As a result of my QTLS, alongside the quality director, I’ve helped develop a programme of staff CPD for more than 40 staff. This involves training tutors and assessors on question techniques, active learning, reviews, and everything they need to do to improve their practices as educators. I deliver this programme on a rolling basis, so that’s a much-improved platform of learning than there was previous to my achievement of QTLS.

In addition, I’ve sat on a board to introduce the UK’s fi rst LGBT qualifi cation and have been part of that group to write those standards. This addressed a gap in LGBT awareness among staff, so we have done something to change that.

My advice to anyone considering QTLS is to absolutely do it. You face a commitment to be honest with yourself, see what you can improve on and make changes. They might be small changes, but they will make all the difference.

SHARON WILLIAMS

Business studies course manager and teacher, Richard Huish College, Taunton I have been teaching since 2005, and in my current position for fi ve years. I completed my PGCE in 2006, but then had my three children and put QTLS on the back burner. After a couple of years I found myself wanting more, and felt it was the right time to undertake QTLS.

I thoroughly enjoyed the process, and feel more confi dent as a person. I thrived on being observed, and working on my QTLS helped me to get to know people in other departments.

I found the most important source of support came from the QTLS Facebook Group. I was able to talk to people who were going through the same process or had completed it themselves. My supporter was also useful because I was being a bit too harsh on myself when it came to the self-assessment.

I feel I have pushed myself to be a better teacher. Through doing QTLS, I asked my students to provide me with feedback (this was optional and anonymous). As a result, I came to understand my students better. I might have thought I had given a good lesson, but I also had to ask myself whether I had considered every single student in that room. My students’ feedback showed that, from the start of my QTLS journey to the end, they felt they had a much more positive experience.

There are quite a few people who work at the college and don’t have QTLS. They have already started approaching me for advice. I would love to be in a position where I am able to help others through the process.

THE REGISTRATION WINDOW TO HELP TEACHERS AND TRAINERS DEVELOP AND IMPROVE THEIR SKILLS

TO ENHANCE THEIR OWN PROFESSIONAL STANDING, LEADING TO QTLS, IS OPEN FROM 1 TO 30 SEPTEMBER 2020.

TO EXPRESS YOUR INTEREST, VISIT BIT.LY/3LIISFD

ROLL OF HONOUR

So far in 2020, the following individuals have successfully completed SET’s Qualifi ed Teacher Learning and Skills programme. Congratulations to all!

MAY 2020

Aaron Quinn Abdel Wahab Ydri Abigail Walker Adam Lingard Adio Lawrence

Fagbayi Afsha Sabir Ahmed Noor Aicha Daffe Aikaterini Kyriakidi Ailish Byrne Alexander Liptrot Alexander Pryor

Ali Hussain Althea Peterkin Amanda Corns Amanda Elkin-Caunt Amanda Smith Amber Dumbill Amy Chatwin Amy Clift Amy Harrison Ana Rebelo Andrea Tracey Andreas Scholz Andrew Brench Andrew Eminson

Smith Andrew Richardson Angela Brierley Angella Watson Anita Mason Anja McCarthy Anna Clarke Anna Gundel Anupma Aggarwal Aralola Ojo Arooj Idrees Arya Mohan Ashleigh Keegan Ashleigh O’Callaghan Ashley Rennison Atlanta Wiggins Ayo Omisore Barbara Green

Peppitt Barry Hernandez Becci O’Day Becky Smith Belinda Doldan Ben Hacker Benjamin Barlow Benjamin Rowe Beth Kendrick

Thomas Beth Masterman Bethany Ashton Bethany Bates Bethany Smith Bobbie Stevens Bobby Evans Bonnie Taylor Boruch Krasner Bosede Jarinat Asabi

Tijani Callum Farrell Callum Freeman Cara Hodson Cara Mellor Carey Simpson Carolina Sanches

Artico Caroline Kirk Caroline Ward Catherine Platt Cebert Crawford Chad Diver Charles Simpasa Charli Bignell Charlie Cole Charlotte Ellis Charlotte Grace Charlotte Jagoe Charlotte Price Charlotte Ripley Charlotte Taylor Chaudhry Fiaz Ahmed Chelsea Elsbury Chelsea Fitzgerald Cheryl Sweetmore Chey Bryce Chloe Harvey Chloe Holt Chloe Simons Claire Davey Claire Davies Claire Hewitt Clare Brazil Clare Mcgeehan Clare Thomson Connor Hotson Connor Simmons Connor Waite Corey Roebuck Craig Reed Cristian Nardoni Cristina Bogaciuc Daniel Cuddihy Daniel Hunter Daniel Leyland Daniel Pugsley Daniel Sharp Danielle Kirkpatrick Darren Jones David Belgrove David Crofts David Merrilees David O’Donovan Deborah Tucker Deirdre Lennon Diane Cooke Dibugwu Ogbonnaya Dietrich Christie Dolores Taylor-Keane Donna Wilson Duncan Mason Elaine Payne Eleni Danias Elizabeth Adejoke

Aiyegbayo Elizabeth Kirby Elizabeth Palmer

Smith Elizabeth Ward Elliot Bradshaw Emily Dawe Emily Hales Emily Jane McCartan Emily McCartan Emily Reynolds Emily Rokita Emily Williams Emily-Jane Heaton Emma Balaam Emma Briggs Emma Burtenshaw Emma Carmody Emma Cox Emma Edwards Emma Foxley Emma Frith Emma Osejindu Emma Simmons Emma Terrell Emma Winter-Bates Emmanuella Osejindu Eric MacVicar Ethel Bamberger Fatima Ahmed Faye Parker Faye Taylor Felix Turkson Gabrielle Woerndl Gail Carter Gail Maddix Gareth Morris Gayle Lusty Georgia Gordon

Martin Georgia Hankey

Hollis Georgina Jackson Gina Gorvett Hanette Eugenie Ngo

Ikeng Hannah Cottrell Harriet Woolston Hasina Ali Hayley Turner Hazel Friel Heather Oughton Helen Gardhouse Helen Sunter Helena Phillips Henry Craven Holly Hickman Holly Smit Ian Dowson Ian Parkhouse Ibrahim Ahmed Inderpal Singh Makh Iram Ellahi Iram Khan Irene Mwai Irma Kock Isaac Draper Isaan Raza Jack Douglas Jack Ghee Jack Harris Jack Winn Jackie Tonks Jacob Locke Jacqualine Victory Jade-Kimberly

Sterling James Broad James Derbyshire James Hudson James Kirkham James Laird James McAlpine James Phillpotts James Pollard James Purslow Jamie Tomlinson Jane McCullim Jasmin Omotunde Jay Dann-Finch Jenna Marlow Jennifer Craven Jessica Ballantyne Jessica John Jessica Larkin Jessica Matthews Jessica Roberts Jethro Harper Jo Button Joanne Harker Joanne Joseph Joanne Wright Joe Glancy Jonathan Fortescue

Norris Jonathan Sohotha Jordan Fishwick Julia Acklam Julia Musson Juliana Chika Okuma

Ngene June Cowles Justin Mason Kara Williams Karen Turner Karenjit Bahia Kate Allison Kate Hart Kate Shortland Katherine Jones Katherine Nash Katherine Oldershaw Kathleen Grey Kathryn Grant Katie Hadley Kawsar Ahmad Kayleigh Parrott

Goldthorp Keeley Prigmore Keiran Blaszczyk Kelly Bates Kelly Westcott Kerry Fisher Kevin Blow Kevin Farrow Khadro Diriye Kieran Gilberthorpe Kim Tucker Kimberly Van Belois Kirsty Filewood Kirsty Geddis Kirsty Latimer Kristy Horton Kyle Cambray Kyle Watson Laith Jundi Laraine Harbottle Laura Bell Laura Buckenham Laura Collis Laura Conlon Laura Greenfi eld Laura Martin Laura Picknell Laura Saunders Laura Smiles Lauren Harris Lauren Sage Lauren Veasey Laurence Dalton Lee Clarke Lee Fairbrother Leigh Shelton Lesley Pilkington Lewis Hager Lia Kinane Liang Chen Lianne Dye Linzi Gladwell Lisa Robertson Lisa Rogers Lora Scott Louise Davies Louise Shreeves Lucy Maiklem Lucy Mallett Lucy Skipper Lukasz Miecznikowski Lynn Baker Madison Proffi t Mahmoda Khanom Maia English Maimuna Faal Manuel Arocas Marcus Gan Marie Glynn Marie Kemp Marissa Napp Mark Gurwe Mark Pierzchalski Martin Aldred Martin Edgar Mary Hall Mary Tanimowo Mary-Ann Smith Matthew Evans Matthew Fieldhouse Matthew Hartill Mckhylla Folkes

Hunnigal Megan Fowler Megan Lockey Megan Nuttall Mehdi Jafari Mehdi Jafari Javadi Melanie Newton Melanie Nichols Melissa Jones Menachem Shein Michelle Cooper Michelle Katz Michelle Lobb Michelle Sharp Mihaela Manole Mitheka Sylvian Mohammed Nadeem Mohammed Rohail

Aslam