In this podcast episode, I discuss the challenges in special education, specifically the issues with school allocations and the ineffectiveness of the current system. I also delve into the expansion of the school transport system and the complications arising due to patronage. Lastly, I touch on the topic of Irish exemptions and the audit of schools with high exemption rates. Additionally, I reflect on the ownership of newly built schools by religious bodies despite being funded by the state.

MacBook Pro Microphone & FaceTime HD Camera:

Hello.

2

I know you're very welcome to if

I were the minister for education

3

regular podcasts where I delve into

the world of Irish primary education

4

and let you know what I would do if

I were the minister for education.

5

This is Simon Lewis on this week's show.

6

I am going to be exploring the

further collapse of special

7

education in our system.

8

I'm going to be asking whether

we should be re-examining both

9

transport rather than expanding it.

10

I know they'll also be wondering

why schools are to blame for

11

granting Irish exemptions.

12

When it was the department of education

who made the rules up in the first place.

13

If you are interested in subscribing

to this podcast, you can do so on

14

your favorite podcasting platform,

whether that's Spotify, apple

15

podcasts, or any of the rest of them.

16

And you can also watch

this live on YouTube.

17

Where I have been broadcasting

for the last while.

18

Let us start very straight away in

special education because I, as you may

19

or may not be aware, the set allocations

fiasco, the cluster games, the.

20

Are still on the agenda with schools,

still struggling to make a full-time

21

post from the fractions of posts

that they were given the the cuts to

22

many schools who weren't expecting

the cut to complex needs, which.

23

Inclusion Ireland as I am and a

dancer debarment managed to get

24

a meeting with Josefa Madigan.

25

And the risk and not only that lobby

groups, such as the national principal's

26

forum of which I'm part of have gathered

a huge amount of data, which states that

27

nobody on the ground is happy at all.

28

So neither parents nor teachers,

nor the pupils are happy about the

29

special educations that have were

doled out for this coming September.

30

And yet the representative

bodies have said not a word.

31

And the department of education

are essentially making a

32

blatant spin doctoring.

33

Blatantly false.

34

Claims about the system

and the biggest stat.

35

I can probably say that, there's lots

and lots of big stats, but the big staff,

36

the national principal's forum basically

found was 76% of school principals.

37

Are not, I do not believe that the

allocations fulfilled the needs of

38

the pupils within their schools.

39

And that is a big status.

40

So I guess the question

I always ask really is.

41

Could a head spreads principles Skinner

from that, the problem from the Simpsons.

42

Could put the children BA.

43

I can't remember.

44

I'm paraphrasing here, but

he's pondering in his office.

45

Do you know, could it be at,

could it be that I am wrong or is

46

it the children that are wrong?

47

No, no nonsense.

48

It's clearly that clearly

everybody else's wrong.

49

I can't be wrong kind of thing.

50

So essentially I'm saying to the

department, I could just, the

51

principals on the ground could 76%.

52

Our principles be

completely wrong on this.

53

I don't think so.

54

We really need this to be sorted.

55

I don't think, I think the story

is going to rumble on a special

56

education continues to collapse as,

57

When cuts were made to as, as

good to services for children

58

from traveler communities.

59

There were cuts to EAL, which

now becomes special education

60

issues because the services to.

61

Students with the AAL have weren't

recovered and we have children

62

who are struggling with the use of

English language plus other needs,

63

maybe not exactly, always resulting

from the lack of English education.

64

English as an additional language

education, but it's unbelievable

65

to see how things have fallen.

66

We continue on in 2012 to 15% cross

cuts to special education hours.

67

The better fairer way of 2017, where 91%

of schools, it would have been better off

68

with the old system compared to the change

69

going as developing schools were hardest.

70

Hit children were not

get additional hours.

71

Weren't being given to children.

72

Their schools are given

an algorithm and in.

73

2024, for whatever reason.

74

We are now relying on a very small

amount of data to Dola allocations.

75

And the algorithm is a nonsense

and we have proved as time and time

76

again, over the last couple of months.

77

And over the last few years, really.

78

And it's and yet the

department of education.

79

Tenue to dig their heels in saying

that what they're doing is correct,

80

and the children are being supported

and their big sale item, though.

81

That is that because

class sizes are smaller.

82

Obviously teachers can deal

with the needs, add themselves.

83

And yet they're trying to

get a fully inclusive model.

84

Under the radar this week.

85

I found myself on the media talking

about this a little bit based on an

86

article that came along from the journal.

87

And the journal.

88

Basically approached me after someone

in naps contacted this journalist.

89

And sorry, I need to find out

the name of the journalist

90

here because I've forgotten it.

91

It's oh, Dalton here.

92

And Owen Dalton was approached.

93

I don't know whether it was a friend or

anyway, it was a NEPs psychologist who

94

basically said naps is falling apart.

95

He, the psychologist said to Owen

that there are surfaces on a countable

96

and said that they cannot feel Mo a

lot of the positions are 20% down.

97

And oh rang me because he

said, I see about on the online

98

talking about special education.

99

Is what I'm hearing true.

100

So I asked him to explain.

101

What he meant by, on accountable, because

for me, that's a very loaded word.

102

And clearly.

103

I'm not quoted as saying their own

accountable, but this is what their

104

own accountable for when the next

psychologist comes into the school.

105

I think this is the thing

that really shocked.

106

Oh.

107

And more than anybody else.

108

I, and lots of people and

actually on the radio.

109

Most journalists isn't naps.

110

Doesn't operate a waiting list.

111

Okay.

112

And this is what they mean by on a

countable, essentially what happens is at.

113

Naps, like I'll just comes into a school.

114

If you're lucky enough to have a nap,

psychologist says, this is when you have

115

an app psychologist, lots of schools

do not have access to naps by the way.

116

And did they ask you to prioritize

your highest needs dot year?

117

And then next we'll have a look at

those children that do not get onto the

118

priority list are not on a waiting list.

119

There is no way to miss.

120

So that looks like, on paper

that naps fulfills all the needs

121

that schools bring to them.

122

But it's the stuff that

happens before that.

123

I think that's where they

want to countable means.

124

So essentially what you're already

asked to do and just the, no, I just

125

hate the statement and it seems to be

like this kind of thing that's used

126

all the time, by all the different

services, the NCSC will have set.

127

Actually I had a, I had an NCSE meeting.

128

And in the whole meeting, I don't

know how many times the net.

129

The CNO set.

130

You're prioritizing to the

highest needs within your school.

131

This is the school's chance.

132

This is what they do.

133

The school has to prioritize

the needs of the highest needs

134

or whatever, the kind of.

135

I'm paraphrasing here a little bit.

136

But, essentially, when you hear

that people go, oh yeah, you have to

137

prioritize the highest needs all the time.

138

What that means is you're saying which

children aren't getting a service.

139

It's not that the children

who are don't have the highest

140

needs don't have any needs.

141

We have, I think they've calculated.

142

And I think the department of education

have said 25% of children in primary

143

schools have additional needs.

144

And we are not able with the hours

that we get on that naps are given.

145

And then any of these bases are given.

146

You're not given an allocation

to cover all 25% of these needs,

147

these children these children.

148

So what you're basically

covering is probably maybe 10%.

149

I don't know, I'm putting

a random figure on it.

150

So 15% of children get nothing.

151

By prioritizing to the highest need.

152

So I guess that's what I'm talking about.

153

The next do the same thing.

154

When they come in, you use, you

have to prioritize the, to the

155

highest needs within the school.

156

So the highest needs are

children that are out of school.

157

That's that's children

who are on shortened days.

158

Now you're talking in that context,

you're talking about less than

159

2% of children, far less than

2% of children in any school.

160

And that's through the prioritory.

161

You're also looking at children who

need it, who aren't getting resources.

162

Because they don't have an assessment.

163

So there's the.

164

The department will say, oh, people don't

need assessments for anything anymore,

165

but if you want to go into a special

cost for autism, In a secondary school.

166

You can't get that

without a full assessment.

167

So you've got dozens of children,

sorry, dozens, hundreds, and hundreds

168

of children every year who have to

have a reassessment from naps or

169

privately from, but mainly from naps.

170

To say that they are allowed to go to

an autism task in a secondary school.

171

So you're looking at.

172

But by the time they get to that,

You can forget about any other

173

service and that's not good enough.

174

It's not good enough.

175

So this is what we're talking

about when we're talking about on

176

accountability, because there no

one can say that there's no way.

177

Essentially, this is what

I think this comes from.

178

And whether it's on the verge of collapse.

179

Now I argue it's already

collapsed collapse.

180

A while ago, naps is one and I've

already did this in the podcast.

181

You can listen back.

182

The naps is the one good service

we had left in the education system

183

for children with additional needs.

184

If you were lucky enough to have a net

service, you could be guaranteed to get a

185

very good assessment of where you're at.

186

They give good advice.

187

And I'm very fond of

naps as an organization.

188

The trouble is there.

189

Isn't enough.

190

At all.

191

And unfortunately, as a result

of that, They're not being

192

asked to do more for less.

193

And they can't do that.

194

So they're doing all these pilots,

they're doing all these consultations.

195

They're doing all these things

like passing on their luck.

196

They're getting involved

in literacy schemes.

197

Now for some reason, And they're

getting involved in all sorts of areas.

198

But they're not able to do their core

work because there aren't enough of them.

199

This is the problem.

200

And what I was saying on the

media is that if you went to

201

another country, so I'd been.

202

And I know everyone says,

oh Finland is different.

203

It's not really, if you got to Spain,

even we'd be, we were in I was, I had

204

a member of staff who went to Valencia.

205

In most schools have access.

206

And good access to a psychologist.

207

A social worker is at a nurse onsite.

208

There isn't very many primary

schools that have a social worker,

209

a psychologist, and a nurse on site.

210

And the thing is they're

all, a lot of people that are

211

working in these organizations.

212

Do you know where they're working?

213

They're working in offices,

away from children.

214

If you ask the NCSE, for example,

they have the service where they.

215

They come in and they give you a,

if you have children that are, you

216

have a child that you're not able

to work with, because they're not

217

that you're not able to work with.

218

They're just unable to monitor themselves.

219

That could be violence.

220

That could be.

221

And you just don't know what to do.

222

You can ring the NCSE for an advisor.

223

Now that advisor comes to your school.

224

But they will not see that child.

225

They are not allowed

to look at that chart.

226

If you do one of those

pilots they've been doing.

227

They're bringing in speech and language

therapists, occupational therapists, and

228

they come and advise us skills on how to

deal with occupational therapy and speech

229

and language therapy in this guess what?

230

They don't see the children.

231

This is the kind of stuff it's madness.

232

And what we need is a system where

all schools have onsite access to

233

psychologist, a social worker, and under.

234

The nurse.

235

And if you had these services

in schools, you wouldn't have

236

the problems that we have.

237

We have to wait until children

are absolute crisis mode

238

before we actually see them.

239

I, it's a funny thing after this.

240

Ah, article was was I knew this I, this.

241

This always happens in Arnett.

242

Okay.

243

Basically some NEPs psychologist

has sounded the alarm to privately.

244

There are whistleblowing,

for want of a better word.

245

I was wrong to see if this is true.

246

I am now basically

talking about my sister.

247

I talked about actually, how I got

a decent service at J D compare

248

in comparison to most schools.

249

Based on the status.

250

Of my school.

251

But fully enough why.

252

And I find this, I find it.

253

I don't find it humorous at all.

254

It's sad.

255

Is that rather than nap psychologists.

256

At.

257

Coming up, coming on board.

258

And I'm saying, yeah.

259

What time and saying

here is probably right.

260

Is I had someone on Twitter, lovely guy.

261

I presume, I don't know.

262

I've never met him basically

saying we work hard.

263

We're really proud of the work we do.

264

I'm.

265

We're.

266

Th this thing that we're

unaccountable and we don't, and

267

it's on the verge of collapse.

268

This is what I did.

269

And you're like no.

270

This isn't personal.

271

This isn't perfect.

272

This isn't about you.

273

I know every neck psychologist,

I know does a good job.

274

In fact, every per most people

I know working in education work

275

really hard, but we just don't have

the level of service we all need.

276

And that's the problem.

277

It's not that the service itself

is bad because the service itself

278

is really good when you get it.

279

But the problem is we don't get it.

280

And then I keep moving on.

281

Like he was saying, like I

helped 56 children in a week.

282

But the thing was.

283

You maybe, but what

happened after you left?

284

Who what new thing happened?

285

No kickin service was there, those 56.

286

I don't know who the 56 children

were, but I can absolutely.

287

I can nearly guarantee you

that they didn't get us.

288

They didn't get anything

that actually helped them.

289

They might've got some advice.

290

They might've got a little bit

of Tanya, but we didn't sort

291

out the root of the problem.

292

And the root of the problem is our

health services is fallen to pieces.

293

There is no mental health

supports for children.

294

There's no occupational therapy,

there's no speech and language therapy.

295

There's no dieticians.

296

There's no if you, the CDN.

297

T I can't remember that's collapsed.

298

It's not, it doesn't,

it just doesn't exist.

299

You have all these services that don't

exist and everything is falling back.

300

On service.

301

Overloaded service, like naps, who

can only do so much rather than

302

basically saying, this is the reality

of the situation I even heard.

303

I won't mention any names that some

friend of mine was by saying, oh, I

304

heard you were on the radio about naps.

305

My friend's a NEPs psychologist,

and she's not happy with you.

306

And I was like, Don't shoot the messenger.

307

I don't know.

308

The fact is, if naps

as a service is great.

309

If it was supported better, it's not.

310

I treat the education system very

similar to the time I'm going to do.

311

If you're watching me on YouTube.

312

Basically all these services are, but

like in this kind of rising tide of

313

Pooh and essentially naps is now in

that pain, they're sinking and sinking

314

and sinking, and we're just sinking all

the time and everything is falling back

315

on parents and families and schools.

316

And, people are just throwing the

cans, do the work they need to do.

317

So they just try and fire

it off on someone else.

318

We've seen it in every other service

that EWO, for example, back in my

319

day, when I started, if a child

missed 22 days, I was on the radio

320

about this actually as well with.

321

On our T drive time that basically

if a child missed 20 days, I'd ring

322

up my EWO and I'd say, oh yeah, we've

got someone here missing 20 days.

323

She'd take over and ring the family and

say, why are you doing missing 20 days?

324

They don't have enough people.

325

So what happened was it was turned

back to schools to do all that stuff.

326

And it's only when something's

in a chronic state.

327

Because it's an absolute

crisis that EDW comes in.

328

You can see.

329

I really, I suppose what I'm saying

is everything is sinking and sinking.

330

The department of education have, do

you know, if they put as much African

331

to solving the problems as they do to

spend doctoring would be doing a hell

332

of a lot of good, but anyway, I could

go on about this for long or left for

333

ages and ages and who would do no.

334

Good.

335

So that's to move on to story number

two, which is school transporters.

336

Yes.

337

The minister of education, not

learning from her past foibles.

338

Mistakes of expanding school transport

system without making sure they

339

didn't have buses and bus drivers

is further expanding the service.

340

And at this time, she's making sure

that over a hundred times a more pupils,

341

they're going to be able to access the

service because they're scrapping some of

342

the rules, which are, you don't have to go

to your nearest school at your, the bus.

343

Doesn't bring you to your

nearest school anymore.

344

If you don't want it to.

345

And oh, something around.

346

The distances from schools.

347

I think that's more for secondary

schools and primary schools.

348

But I could be wrong on that.

349

But the thing.

350

Why aren't children going

to their nearest school.

351

And the answer to that question of

course, is tied up in patronage.

352

I don't send my kid to his nearest

school because if I did, I would have to.

353

On teach him a lot of what has

been taught in school, because

354

it would be faith formation.

355

And I don't want him to go to, I would

prefer him to go to his nearest school

356

because he will be within his community.

357

I am sick of the fact that he,

when he goes to his local football

358

club or his local lab, It's local

swimming club or whatever it might be.

359

He's doesn't really know

that many kids there.

360

Because he has to go to a different

school because I just don't want him to

361

be, I don't want them to be indoctrinated

into a religion that we don't buy into.

362

And this is where the it's

funny, how bus transport, and

363

even insurance ties into this.

364

I go on about this in the PA in

previous episodes of the podcast.

365

I don't want to go on about it

too much, but the way, the reason

366

bus transport is so convoluted.

367

Is because children are not

going to their nearest school.

368

We also have far too many schools,

so we have far too many buses.

369

And if we simplified the system.

370

It would be so much easier.

371

My kid, I don't, my kid could

go on a bus in the morning.

372

I'd go to his nearest school and he would

be brought back home after that, along

373

with his neighbors and all the rest of it.

374

And if we just re-examined the way

we do bus transport, but we can't

375

do that until reexamined patronage.

376

And ultimately the answer is very simple.

377

We have to look at patronage.

378

All the stuff that it does to complicate

the system, because when we have this.

379

S idea of school choice.

380

And have that choice along

religious lines in the main.

381

It's not going to work.

382

We have to make sure that schools

are welcome to all children.

383

Not just, I know schools will say,

oh, you always Simon, all children.

384

I've loads of Muslim kids at my school.

385

I've lo the blah, blah, blah.

386

80th and my school.

387

And so there wa I get that.

388

I know they're welcome to a point.

389

We've taken down the baptism barrier,

but we've simply moved it under the March

390

in thing, because what happens is when

you welcome those children, it's good.

391

That's very much, they're nice.

392

They're able to come into the school, but

when it comes to teaching your religion

393

they sit at the back of the class.

394

That's not welcome.

395

That's fully welcome.

396

And I'm, I see all this things.

397

What am I.

398

I love looking at comments that principals

make in the media, if they do or.

399

We're on Twitter or wherever it might be.

400

And I love the new thing now isn't to

say that we're an inclusive school.

401

I'm noticing now that people are

saying we're a very inclusive school.

402

Very inclusive.

403

I find that very interesting.

404

Why do they have to use

the word very there?

405

It seems like without protest

too much, a lot of the time,

406

and I'm not blaming the schools.

407

But what I'm saying is, you, we have

to look at the Patriot system so

408

that we can actually, Dan examine the

hopeless transport's going to work.

409

Otherwise you have to weirdly on

wielding system where buses are passing

410

each other in times to go to totally

different schools on necessarily.

411

I'm in a school where there's

an 11 buses serving our school.

412

It's madness.

413

It's not.

414

And the reason there's so many is because

we're the only, and multi-denominational

415

school in the entire county.

416

Children should be going

to their nearest school.

417

My kid should be going to his nearest

school, but they can't because of

418

this patronage system, which basically

doesn't allow for it to happen.

419

So what are we saying?

420

The only thing I'd be saying at,

instead of expanding the service, I

421

think the minister needs to be looking.

422

At.

423

Why we have such.

424

A convoluted boss service and

how we actually can fix that.

425

Bye.

426

Fixing the human rights of all children.

427

It's as simple as that really.

428

I don't think there's any

much more to say on it.

429

Let's move on.

430

To Irish exemptions.

431

Yes, schools with high rates of Irish

exemptions are now going to be audited

432

by the department of education,

because, and let me tell you, I took,

433

put this down as a story are them.

434

On Twitter, which seemed to get

a bit of a reaction and people

435

thought it was quite funny.

436

Despite it being a bit mad, really,

it's a, basically a number of years ago.

437

And if he wants to get an Irish

exemption, you have to have a

438

psychological assessment going back to

naps, been over Being over overwhelmed.

439

So because it's overwhelmed nap such

when the, I don't know if nap setup.

440

Satish but basically naps

couldn't basically do these

441

assessments, just fryers exemption.

442

So the suggestion was made that

school principals, it would

443

be thrown back onto schools.

444

As most things are on schools would

be able to add, give Irish exemptions.

445

And we were given clear rules and

those rules that children would have

446

to fail in our reading or spelling

test or, and be under the 10th

447

percentile on a standardized test.

448

It, and there was a couple of rules

about ages, whether you were the son

449

or daughter of someone in a concert.

450

No last.

451

But most children who fell under

that either were to age or at,

452

through under 10 percentile in the.

453

Tests and it's very easy.

454

And in fairness to fall onto the 10th

percentile in reading or spelling

455

tests, If you're a child whose parent

tells you whatever you don't try and

456

the tasks get all the answers wrong.

457

I know.

458

I don't think that happened because

children, people are not like that.

459

Of course, but any.

460

There are a lot of children do fall

under the 10th percentile in, at

461

single reading or spelling test.

462

And that makes them.

463

Eligible for being exempt.

464

However that wasn't enough for some

families, because some families

465

argued that Irish get it's traumatic

experience for their children.

466

So they argued.

467

They argued that it was too hard for

their child to get an Irish exemption.

468

So we then have to prove that

over a period of time, I think

469

two years that Irish is causing

undue stress to children and that.

470

Would make them eligible for an

Irish exemption on the other side,

471

the glory mainly, or may people

who are fond of the Irish language.

472

And defending the Irish

language, our arguments too

473

easy to get an Irish exemption.

474

So they argued that this was the that

they needed to change all that to.

475

I put the department of education,

listen to the people who said it was

476

too hard and they put in this new

room fast forward a couple of years.

477

And more, lots and lots of children are

being are getting exemptions from Irish.

478

And.

479

The people who saying who were saying it

was too easy or back saying, we need to

480

scrap the sat, this whole exemption thing.

481

It's wrong.

482

We need to stop it.

483

So the department education went

to them, said, oh yeah, I know what

484

we'll do, but blame the schools.

485

They're given far too many

Archie exemptions at therefore

486

they're going to be audited now.

487

And do you know, what's going

to happen to be a Frank what's

488

going to happen is schools.

489

Aren't going to be audited.

490

And if they are audited

anyway, We'll show them.

491

Look, we did all this tick, tick, tick,

tick would have ticked all the boxes.

492

And they'll come back with a

report saying, yeah, the schools

493

are doing what they're saying.

494

The grail glory will be grumbling again.

495

And who knows where we'll

go, but essentially.

496

In summary, it's all those

awful schools fault for granting

497

all those Irish exemptions.

498

I don't know.

499

So there we go.

500

Finally if you I've lots and

lots of stories that I add.

501

I look at.

502

Every couple of weeks and I

save them onto my feet before.

503

This week, if you subscribe to the

newsletter, you'll find that I have been

504

scouring Britain and the U S for stories.

505

And I've shared them in the

newsletter, but I also looked at

506

my local county Cal count to go.

507

Kenny had a visit from the

minister for education.

508

Nor have a phony who turned the sods.

509

On on three different schools, she

visited four, three of them have got

510

some turns, sodding and and had a visit.

511

Where is she?

512

It spoke to all the children, all that

it's all of us right now used to be

513

visited by the minister for education.

514

I get that.

515

You have to make a bit of a thing.

516

I get there's politics at

play and all the rest of it.

517

And you have to be calling to

nice and do all these dances and.

518

All the rest of it.

519

And I'm sure she was treated very

well in the cook county schools.

520

What I'm more interested in is the

fact that when she turns the sod

521

in those schools are built guests,

who's going to own those schools.

522

Despite the department of education,

funding them for millions, this

523

will be millions of Euro and

cash being spent by the state.

524

And those buildings will be a

nicely gifted to the churches

525

that they add that where.

526

With the skills set.

527

And of course we add, move onto county

meet where there is a school list.

528

His mother nationals go to be

waiting 17 years for the minister

529

to gift their school, rebuild their

school and give it to their church.

530

I don't know if it's the

church of Ireland school.

531

Eh, it's funny.

532

It looks like one Bush.

533

It may not be.

534

I actually don't know.

535

Anyway, it doesn't really matter

because whatever the religion, cause

536

I'm not all about the conflict church

here it's any religious body or any

537

private body that owns a building.

538

Ah, I find it really distasteful

that when the department.

539

The state funds, these buildings

that the state no longer owns.

540

After such a huge amount of investment.

541

But that is the system that we have.

542

Anyway, I could go on about that for

ages, but I am running out of time.

543

We're coming up to the half hour

mark and I try to make these new

544

episodes less than half an hour long.

545

As I said, if you are interested

in any further of those news

546

stories, I've loads of them.

547

Ad that I found on everything

from children in the UK,

548

having to wait a whole year.

549

The hundreds of children in

the UK are waiting a whole year

550

for psychological assessments.

551

Oh my gosh.

552

Wait till they, if they came

over here, what they'd see.

553

And there's some really nice side.

554

There's a really cool article.

555

I love it.

556

Written by the secret teacher.

557

And I think it's in the Irish

times and like the Irish times or

558

the Irish examiner, where at they

talk about a apparent, is that.

559

I gave this, my child has got the

worst teacher in the school doesn't

560

ever got higher level, whatever it

is, it's secondary school story, but

561

it's brilliant because it's written

from the parent's perspective and

562

then absolutely torn to pieces by

the school and the child themselves.

563

As a teacher at it's a very good article.

564

It's actually worth subscribing to my

newsletter for that a news article alone.

565

I also go through a number of tweets

that I thought were really good.

566

I'm very.

567

Useful for you.

568

I'm really good at analysis

and in certain areas.

569

And also if you want, I'm doing what I

do in an ICT, a tech tip every two weeks.

570

And this time I'm looking at

sending electronic newsletters on

571

the options that are available.

572

And so have a look at that.

573

If you want, you can find out by going

to onshore dot Nash slash subscribe.

574

If you haven't done so already.

575

And I published those and about a

week after the podcast is published.

576

So if you aren't a subscriber.

577

Anyway.

578

I know from me.

579

I hope you enjoyed this episode.

580

Thanks so much for listening.

581

We'll chat to you again very soon.

582

All the very best.

583

Bye bye.