Jump to content
Elaine

Secondary School not working out.......

Recommended Posts

Hi – I was wondering if anyone out there, with a child in secondary school, could offer some advice.

 

I've got an ASD son (12) in Y8 of secondary school. Things aren't working out educationally and I'm not sure where to go from here.

 

The problem seems to be their style of teaching. I have no idea if this is typical of secondary schools these days or not. Things were certainly a lot better in my day. Basically instead of teachers writing notes on the white board or giving handouts, pupils are expected to write their own notes based on what was said in class or what they read in a textbook. Maybe this is OK for some pupils, but it's too hard for him. He has difficulty concentrating, difficulty remembering what was said, difficulty with reading and writing. End result is that his class notes are utterly useless and he learns next to nothing. He isn't keeping up and his teachers and T.A.s are doing nothing to help. Homework is all internet based research type pieces, with no guidance about where to look, which again is too difficult for him (I help him with this). I can't do much about the classwork as they don't give textbooks out, and I don't know what he's supposed to have been taught.

 

I have spoken to the SENCO a few times about our concerns. But whatever issues I raise, they always deny everything. Her primary concern appears to be in defending the reputation of the school, not in helping the children.

 

The worst part is that we spent ages looking into secondary schools and moved here (a couple of years ago) in order to get him into this school as it was small and gave the impression of being SEN friendly! (He can't cope with noisy crowded places and the schools round here are huge)

 

Anyway, I'm not sure how to progress matters. Any ideas? Are subjects taught in this way in your schools? How do your children manage?

 

He does have a statement with a few hours (I think about 10 or 12) and he does have access to a T.A. for each lesson. (I also have two other children to consider, who are still in the feeder primary school, so changing schools would be a last resort. My daughter is getting on well and has friends there, but my younger son is quite badly autistic and hyperactive too, so I dread to think how he'll cope with the secondary school.)

 

Sorry for the long post and thanks for reading

Share this post


Link to post
Share on other sites

You have two options regarding schooling. Stay where you are and try to get better support/provision for your child. Or find another more suitable school.

 

I would think that most children on the spectrum would struggle with this way of learning. It is all student led and as autism by definition has problems with 'central coherance', they are not going to know what on earth is going on, or what they are supposed to be doing/learning. I know my own son would not have a clue. Which is kind of what happened at his previous primary school. And they were a mainstream school that did have a high proportion of ASD students mainstream. It all depends on how the ASD affects the individual.

 

However I think that student led learning for an ASD population, would be very difficult unless they were given alot of support to help them identify "what" they had to do, help to "organise" how they would do it and "where" they would find the information; as well as help to pick out the "relevent information" and "formulate a written or oral response" to the work set by the teacher.

 

You say this school is good for SEN - is it specific for ASD?

 

Is this school a local authority mainstream maintained school?

 

How many children are in the class?

 

When you were looking at this school did you ask if any of the teachers had an additional qualification for autism? Did you ask how many of their pupils have an ASD. Did you ask about their teaching approaches.

 

The amount of support your child gets is detailed in the Statement. The fact that he is not coping either means he is not being given the support itemised in the Statement - or the Statement does not identify all his needs in section 2, and does not quantify and specify how to meet them in section 3.

 

When was the last Annual Review of the Statement?

 

You can call an emergency review of the Statement.

 

What professional input does he get from the speech therapist, occupational therapist, specialist teacher, educational psychologist etc?

 

Does he have reports from the above professionals, how long ago, are their findings and recommendations included in his current Statement?

 

You can also ask your local authority for their list of secondary schools that also contain autism units [worth a visit to see if the environment and peer group is suitable] as well as their list of approved, non-maintained and independent schools.

 

If you have reports that prove your childs needs can only be met in an independent ASD specific school, and those professionals attend Tribunal as expert witnesses, there is a chance you could win such a placement. But it is costly and only worth doing if you have a good chance of winning, and the other options have just broken down.

 

You would really benefit from independent professional reports as they would certainly highlight all his needs [academic, speech and language, social communication, specific learning difficulties eg. dyslexia, dyspraxia, emotional literacy, executive functions, sensory processing etc. LA and NHS reports often don't even use standardised assessments to make a baseline recording of what level the child is functioning at. But if you do decide to do this, the best time to do it would be after you have had a review of the Statement [Annual or Emergency], and the LA have made amendments or finalised the Statement. Then there is a set timescale within which you have to lodge your appeal to the Special Educational Needs Tribunal. Hearings are usually scheduled for about 6 months after loding the appeal.

 

Have you spoken with the Parent Partnership or the Autism Outreach Teacher at your Local Authority? If not get them involved.

Share this post


Link to post
Share on other sites

I also wanted to add, that from this moment forward make sure you get everything in writing. If you are told or promised anything ask them to put it in writing, or follow it up with your own clarification letter eg. "Further to the meeting on xxxx attended by xxxxx it was agreed that [and then state what was said and agreed and the action that is going to be taken].

 

If your son is becoming extremely anxious about school, then go to your GP and ask for a referal to either the Paediatrician who diagnosed him/or the multi agency team that diagnosed him; Clinical Psychology. ClinPsych may forward refer you to CAHMS, or you might get referred straight to CAHMS.

 

Always ask to be referred to professionals/Multi agency teams, that have experience and qualifications for the diagnosis your child has.

 

You need to cover yourself so that IF your son does become ill [due to anxiety], or refuses school, that you can demonstrate that it is 'medical' and not that you are keeping him at home.

 

Also start to keep a diary/chronology of how he is and what he does/says relating to difficulties he has both in school or generally.

 

When you have a meeting in school - which you will need to do at some point. You must get someone from the parent partnership to come with you and ask them to take notes, or ask the school to minute the meeting. You would want yourself, the PP, the SENCO or Head and you could ask the school to contact the Educational Psychologist to come and attend the meeting.

 

You can find the EP's and Speech therapist, and autism outreach teacher, and you can phone them and talk to them. They need the school to invite them before they go into school. BUT if the school were not being cooperative you could call an emergency review [in writing], and ask that school invite the professionals you want to be at this meeting. You need someone at the meeting who can make decisions and changes.

 

Try not to criticise the school. Your son is not coping with the current system. That is not the schools fault. But neither is it your son's. And by law he should be provided with an education that he can access and which meets his SEN. If this school cannot do it, there are others that can.

 

Download a copy of the Special Educational Needs Code of Practice [from the publications section at the top of the Education forum].

Share this post


Link to post
Share on other sites

Thanks very much for your reply Sally44

 

In answer to your questions:

 

School – It's a voluntary controlled state school, not enhanced resource or anything like that. Class numbers are around 30. It seemed to be good for SEN when we visited. It is small (about 400), they run several clubs at lunchtime, including one for SEN children, so my son can avoid being in the playground and the SENCO came across very well at the time. They do have a fair number of ASD children.

 

Annual review. That was in April last year. Next one is planned for March. At the review there was only the SENCO and one of the T.A.s. No one else was there. No one submitted any reports. The SENCO said this was normal in secondary school. I don't know about that but in primary school we had the inclusion officer as well as the speech therapist, educational psychologist, autism outreach representative all of whom submitted reports. It felt like we'd just been dropped.

 

Professional input – at the moment none at all. All help seemed to disappear when he went to secondary school.

 

Alternatives – there's very little choice nearby. There is an enhanced resource school about half an hour away, but it's over twice the size of the current school and he'd still have to share the playground/dinner hall/hallways with all those other children. Most, if not all, of the lessons would be in normal classes. Being a state school, I would expect them to use the same style of teaching as in the current school. There’s very little in the way of autistic schools and most are for more severely affected children with behavioural difficulties. My son is quiet and behaves himself in school, which is why he has so little support. I can only think of one independent special school which sounds suitable but that's about an hour away, which isn't practical.

 

I'll give the parent partnership a call tomorrow and the inclusion officer and see what they say.

Share this post


Link to post
Share on other sites

Hi – I was wondering if anyone out there, with a child in secondary school, could offer some advice.

 

I've got an ASD son (12) in Y8 of secondary school. Things aren't working out educationally and I'm not sure where to go from here.

 

The problem seems to be their style of teaching. I have no idea if this is typical of secondary schools these days or not. Things were certainly a lot better in my day. Basically instead of teachers writing notes on the white board or giving handouts, pupils are expected to write their own notes based on what was said in class or what they read in a textbook. Maybe this is OK for some pupils, but it's too hard for him. He has difficulty concentrating, difficulty remembering what was said, difficulty with reading and writing. End result is that his class notes are utterly useless and he learns next to nothing. He isn't keeping up and his teachers and T.A.s are doing nothing to help. Homework is all internet based research type pieces, with no guidance about where to look, which again is too difficult for him (I help him with this). I can't do much about the classwork as they don't give textbooks out, and I don't know what he's supposed to have been taught.

 

I have spoken to the SENCO a few times about our concerns. But whatever issues I raise, they always deny everything. Her primary concern appears to be in defending the reputation of the school, not in helping the children.

 

The worst part is that we spent ages looking into secondary schools and moved here (a couple of years ago) in order to get him into this school as it was small and gave the impression of being SEN friendly! (He can't cope with noisy crowded places and the schools round here are huge)

 

Anyway, I'm not sure how to progress matters. Any ideas? Are subjects taught in this way in your schools? How do your children manage?

 

He does have a statement with a few hours (I think about 10 or 12) and he does have access to a T.A. for each lesson. (I also have two other children to consider, who are still in the feeder primary school, so changing schools would be a last resort. My daughter is getting on well and has friends there, but my younger son is quite badly autistic and hyperactive too, so I dread to think how he'll cope with the secondary school.)

 

Sorry for the long post and thanks for reading

Hi, I had to take my son out of primary 6 2 months before term last year it was a welsh medium school we registered him with secondary but iy didnt work out long sstory now have home tutor supllied by school for 5 hours a week we did try nurture unit in another school but hes too anxious to go there....he does get on with tutor she is lovely has the odd few days with meltdowns ....he cannot handle going back to secondary because of what you said too many pupils noise not being able to write for too long he is alot happier now as he used to talk off killing himself etc....he doesnt have a statement they said he didnt need it as he had the nurture unit so i dont know what they will come up with now,,,,,,,hes 12 it sounds like the way they teach in college where the student is responsible for getting on with work after being given the relevant information i might be wrong hope you can find a way keep talking your worries over with them and dont give up i know its exhausting but you'll get there in the end...lindy

Share this post


Link to post
Share on other sites

Hi Elaine

 

Sorry to hear things aren't going so well for your son. Regarding teaching styles, I think we had an interesting discussion on the forum a while back: whether current classroom practices disadvantage pupils with ASD. There were a variety of opinions! I think we all probably have a rosy view of our own experiences, (me included!) but maybe there was a tendency in the “old days”for lessons to be more fact based and teacher- led, which possibly favoured those who thrive on explicit instruction and structure.

 

Whatever the case, if your son isn’t learning anything, there’s a problem. It sounds as though your son’s statement isn’t doing its job. This is either because it’s too vague: doesn’t describe your son’s difficulties or the support clearly, so staff aren’t sure what they are supposed to be doing. Or the statement has the necessary provision in it, but just being ignored: if this is the case you need to complain to the LA.

 

It may be worth asking for the annual review to be brought forward so that a serious discussion can be had about the issues, between more than just you and the Senco – and incidentally it’s complete rubbish what you’ve been told: all schools have to follow the same procedure for Annual Reviews as detailed in the Code of Practice: inviting professionals, gathering reports and circulating them beforehand so the school should not be taking such a cavalier attitude as you’ve described.

 

The staff may well get defensive if they think you’re just being negative about their educational approach, but it’s more difficult to deny hard evidence, so you may want to think what you can produce to demonstrate that your son isn’t keeping up or learning anything. Exam results? Test scores? Samples of work? If he has an IEP, are the targets being met? If you don’t have all this information, you can write and ask to see his school records. If your son is getting stressed about work, is there evidence of this at school and at home?

 

What works well for him at school (if anything!)and how does he learn best? Sometimes just a couple of small practical adjustments in the classroom can make all the difference, and the school might be more responsive to positive practical suggestions from you. There is no shortage of information about classroom strategies for pupils with ASD.

 

As others have said, getting other professionals on board is important, but the school can often be reluctant to call them in for a child who is not seen as high priority, and the services are overstretched anyway, so you may have to be persistent in asking for the Ed Psych and specialist ASD advisory service to visit the school and observe your son and advise the staff accordingly. Putting a request to the school in writing may be best. Copy it to your SEN case officer at the LA as well. It would really help to have professional backup so that you are not a lone voice against the school, especially when you are arguing for more help at the next annual review.

 

I hope something can be done to improve the situation at school. Unfortunately it's likely to be you in the driving seat, moving things forward, as you've probably already been doing for some time!

 

K x

Share this post


Link to post
Share on other sites

The Jim Rose report to the Government specifically says that Dyslexia should be identified, diagnosed and also states the kind of support a child should have.

 

I used that as part of my evidence.

 

I even emailed Jim Rose himself and he responded to me with some very helpful advice and stated that "although phonics is essential it is not always enough for those children who are struggling to acquire literacy skills."

Share this post


Link to post
Share on other sites

This is a link to the Dyslexia Trust, which has links to other organisations such as the British Dyslexia Association.

 

There are multiple causes/symptoms of Dyslexia which are on a continum. The main approach to teaching dyslexic children tends to be a systematic phonics approach such as Toe by Toe.

 

But there are some children who really struggle with phonics and those children will need another multi sensory way of supporting their learning, and also another way for them to demonstrate/record learning.

 

My son has a severe auditory processing disorder, which affects his receptive and expressive speech, which has a knock on effect on reading/writing which is a visual representation of an auditory 'sound'. Some children cannot connect the sound they hear to a written shape.

 

Some children also have visual processing problems such as Irlen Syndrome.

Share this post


Link to post
Share on other sites

I think the school/professionals have to identify what the problem actually is.

 

Recording the lesson is a good idea. But only if the problem is about processing auditory information in real time or difficulties with memory.

 

If he has a problem with comprehension, inference, cohesion, organisation, planning, then just being able to remember verbatim what has been said [ie. input] in the lesson is not going to help him produce relevent output.

 

Afterall, many on the spectrum can 'memorise' verbatim lots of facts. But it is the ability to use that information and manipulate it to answer set questions/essays/topics in class where they would have to be able to identify the salient facts relating to the question/essay/topic and pull those facts together to complete the task.

 

Infact, I think that alot of those on the spectrum actually absorb too much. They often cannot screen things out and end up absorbing everything, rather like a sponge. Yet they find it difficult to manipulate and 'use' that information in an academic setting.

Share this post


Link to post
Share on other sites

Thankyou all for your input.

 

For several reasons, we've decided to keep his current placement, but try to get more support.

 

We met with the SENCO in December and again went over the problems he's having.

 

We asked for the teachers to provide classnotes and/or textbooks as he can't write decent class notes.

We also asked that the homework be more appropriate so that he can do it independently.

 

She couldn't promise any of that, but his homework assignments and class hand-outs seem to have improved since the meeting, so maybe she had some influence over the teachers.

 

I have also discussed the problems with the CC Inclusion Officer, who said that she'll speak to the SENCO and attend his annual review.

 

So we're keeping on top of matters and are supporting him at home as best we can.

Share this post


Link to post
Share on other sites

Elaine, I have just registered on this forum and as a 46 year old Aspie who was a secondary school teacher for a number of years I find the post very interesting. I hope I can add something valuable to the discussion as I can see things from both sides.

 

Firstly I had an awful experience of school as a pupil but managed to salvage something from it in the end. Then being in the same environment as an adult though not realising I had AS at the time I can look back and see why I experienced problems and recognise what I had to do to overcome issues and make progress. Some of my experiences might be true for your child some may not but here are my thoughts on the area of school at this age.

 

My first point is that Primary school is a very different culture than Secondary school. My partner is a very experienced SENCO in a large primary and she bears very little resemblence to her counterparts I met in my teaching career. My starting position would be that most secondary SENCO's are simply fire fighting, it is not all their fault most of it is down to the attitudes of classroom teachers and an exam target based system. In my experience and I would not call the schools I worked in bad but even if you get somewhere with the support system getting this through to a teacher who sees your child on one or two occasions a week is almost impossible. I know you think this should not be the case but so many young people pass through their hands being aware and clued up on a child in year 7 when they are under real pressure with their exam groups simply means they glance at info and nothing goes in, let alone they act on it. I can really understand your frustration, in the past I was a foster carer for some quite challenging individuals and I found supporting them at school to be very difficult. It would seem that we were making real progress with people like the SENCO in integrating them back into education for one stupid teacher to unwittingly blow weeks of work out of the water through one thoughtless action on a very sensetive child, but thats the way it is and I suspect it is the way it will continue to be for many.

 

My experience at your sons age was one of facing multiple teaching styles for the first time often having to change four or five times in a day. This was coupled with moving around environments which were ever changing, massive distractions such as background noise along with flickering lights and smells. If this wasn't too much I had social issues to deal with three times a day on the playground where I was constantly getting in fights and drawing attention to myself. The result was that at his age though in a very poor school in a pretty deprived area of the country I was in the bottom sets for everything was in trouble facing suspensions and nearly all of this down to AS, so would I go back and change anything the answer is surprisingly no.

 

The truth is that is what my school was really like, the world of work has been pretty tough as well, and I have recently been through the university system again and that is still pretty much the same. The reason I wouldn't change anything is because I had to learn coping strategies in a real world context if they were ever to be usefull to me. Secondary school and mixed teaching strategies were a nightmare but they showed me areas in which I did better than others and as a result started to draw out my strengths. The problem with all of our schools is they are designed to try and produce good all rounders. At a very personal level I made the decison that I wasn't that bothered about being reasonable at everything, but it was far better for my self esteem to be really excellent at a few things, this is totally contary to secondary school thinking. Looking back I can remeber the amount of time school wasted even in areas I was good at it was rare for me to be able to be productive in lesson times rather I had to set tasks up and put the work in at home. Even at university doing a masters degree this was still the case and will always be my prefared strategy. Using my own strategies had mixed results for example my best score ever for a language test was 16% and that was really trying. I had massive run ins in year 7 with my art teacher who critisised my work but refused to show me anything she ever produced for comparison so stoped working for her. I failed to attend a single Chemistry lesson in my last two years because I couldn't cope with a Chineese origin teacher, not his fault simply couldn't understand a word he said so self taught myself the subject and still got a grade C. For a lot of year 11 I went fishing instead of going to school and worked through revision guides eventually going on to get 12 O levels at C and above, the main issue being not getting expelled so I has somewhere to sit the papers many of which I had to pay for out of my pocket money because the teachers refused to enter me. In the end I was the first person ever from my school to go to university much to the displeasure of I would say the majority of the staff.

 

The reason I make these points is that school often does not work for individuals with AS though I do realise things have got a lot better. As a result I suspect your son like me is in for a very rocky ride. This is a really dificult age for him as like me he will not have developed the maturity to work through strategies on his own. He will need help to develop these skills and things like using a dictaphone are worth a try, it is something I used extensivley at university in the past few years. I also use mind mapping software a lot in everything I do to bring information together as another example. I would be warry of labeling such ideas as coping skills, as to be honest my skillset is far superior in these areas than most people I come across, but they did start off from that basis. Looking back the secret was pulling out what worked for me and developing that and ditching what obviously didn't. Whilst going through this process maintaining self esteem was really difficult at times especially as I didn't have much in the way of support from my parents who are still in denial about my AS they simply saw me I think as a problem child and a bit of an embarasement. In trying to maintain self esteem I had to at times walk away from school and focus on things I wanted to do which allowed me to develop skills at my own level. One example designing and writing detailed Dungeon and Dragon content which was published in White Dwarf magazine supported by my own and friends artwork in its formative years when I was 13 or 14, at the same time my work at school was being critisised in areas such as English, Art and Science which is quite funny now looking back, doubt many of my teachers ever had much of their personal work paid for and published.

 

I know I have been fortunate because I have a fair bit of talent, but a lot of that is I believe down to AS. I also believe that this is the case for a lot of individuals out there it is simply a case that we are not very conventional in how we work best and that causes real problems for schools many of which they find difficult to get past. It is tough having AS but that makes us tough as individuals if we are exposed to the realities of life. School is a very big reality for an 11 year old but it should not be the only one, nor even the most important factor in their life. For many individuals years 7 to 9 is a period where they are exposed to a system which seems focused on showing them what they are not good at, to be honest this is a lesson we should all be exposed to and take to heart. Unfortunatly it is not a good period for showing us what we are really good at, rather when we find these areas as Aspies it seems more concerned with holding us back for the benefit of NT's. For this reason as a parent i would be very focused on providing opportunities which are favoured towards your son away from school in which he can flourish and in doing so counteract the inevitable negative influences on his self esteem. As he goes through school he will become more aware of strategies that work for him whilst at the same time be able to move into subject areas which are better suited to his individual learning styles.

 

I know some parents will be against this next point but I believe in it strongly, I do not think the long term answer is to make the early stages of secondary school more like a primary school environment. In my opinion this is a very difficult rights of passage which all children have to go through and for which many NT's have dificulties. I fully understand it is very destabalizing for AS individuals and as such is fraught with issues. As someone with AS I know putting myself in environments which are stressfull is the quickest way to learn new strategies. I know this leads to exhaustion and I need my space to recharge but the more I do so the more I get match fit in a way. In my experience the most important factor for children is developing a sense of self worth as an individual as they move towards being a young adult. If this can be developed we are more than capable of passing through the most destructive and chaotic of scenarios and come out of the other side relatively unscathed. For someone with AS school challenges this concept of self worth like no other environment on earth, it is a concept based on comparison rather than one of individuality. Our life outside school can be so much different and as such it is a far better learning and testing environment. For this reason I would be warry as a parent of investing too much of your energies in trying to re-model your son's school environment, as soon as you make a break through the reality is he will move on to another teacher and you have to start all over again. Rather I would direct my energies into environments I could control.

 

On Wednesday I will be going to my 7 year olds annual parents evening. I will get to look through all his school work and will quietly smile to myself. Some of his work will be good and some not so good, but his best school school work will be no where near the standard of the things he does at home simply for fun in a self endulgent way. Because of my own experiences what is important is that when I ask him to tell me what he is good at he confidently can and know that I am proud of him whatever he does. If on Wednesday I ask his teacher to tell me what he is really good at I am convinced she will make a case that he is good at a lot of things when in reality he is pretty average at most. She is starting to get a clue as he won a county art competition out of 600 entries last week and came home with a pretty impressive painting by numbers set complete with an easel. I asked him when he did the entry and he said at after school club, I then asked him what it was of and he can't remember as he didn't think it was that great but they entered it anyway. I see my role as a parent to firstly support him in what he is good at and to develop his self esteem around such areas, my role is not to deliver the perfect package to school for their own benefit. If your sons school is incapable of giving him things to do which develop his skills then provide better scenarios for him yourself. In taking such an approach i feel you have a better chance to develop strategies which work well for him as I bet you undertand your son better than any of the 'experts' you might have come across and at the end of the day it is far more important to his confidence what you feel about his abilities than some disconected professional he comes across from time to time. I can think of nothing worse for a child than to believe that school is against them only to believe that their parent/parents are on the schools side in almost everything. I think schools are often good at making parents feel disempowered and whilst parents might not be on the schools side it appears to be the case for young people who don't have the maturity to see the situation as it really is. I was in may ways lucky as my parents were basically disinterested, so in effect it was simply me vs the school. Because of this don't follow school strategies if they simply show no sign of working as this is taking the wrong side in my opinion just a final thought.

 

Appologies that this was a bit long but I getting my feelings across has been important for me so thank you for sharing your son's scenario as a vehicle for thought, I hope some of it might be of some help Elaine or at least food for thought to others.

 

Best Wishes.

Share this post


Link to post
Share on other sites

Although you obviously have to work with school SENCO etc. It should not be YOUR job to keep identifying his needs and reminding school of what they are.

 

If he is having problems the school has an Educational Psychology budget and they should use it if your son is not making progress, is struggling, is falling further behind.

That is what the SENCO and EP are paid to do.

 

And this need MUST be put in his Statement and MUST be provided for in terms of hours of support, strategies, approaches, therapies, professional input etc.

 

If it isn't in a Statement you have no way of ensuring it is ever provided because the ONLY legally binding document is a Statement.

 

Although you are project managing it at the moment, rather than giving school all the solutions, bat the ball back into their court and say:

 

"I am concerned that my son is not able to access the curriculum presently and is struggling with his work both within school and at home. Can you please refer him to the educational psychologist for them to observe and assess him and make some recommendations on how these needs can be provided for and supported within school and at home."

 

If you look at the www.ace-ed.org.uk advice it states that a Statement should not contain words such as "access to" because that means nothing and cannot be enforced.

 

You need to get the wording in the Statement legally binding, and you need to get all his needs/difficulties into his Statement and for his hours of support and professional input to be increased if the provision in the current Statement is NOT meeting his needs. That is what a Statement is for. And amending them is what Annual Reviews are for.

Edited by Sally44

Share this post


Link to post
Share on other sites

Join the conversation

You can post now and register later. If you have an account, sign in now to post with your account.

Guest
Reply to this topic...

×   Pasted as rich text.   Paste as plain text instead

  Only 75 emoji are allowed.

×   Your link has been automatically embedded.   Display as a link instead

×   Your previous content has been restored.   Clear editor

×   You cannot paste images directly. Upload or insert images from URL.

Loading...

×
×
  • Create New...