028 - Pit Pony Mark Thompson - Classroom to TV & Film Chaperone

Mark Thompson is a former computing and business studies teacher with over 18 years of experience in education. 

After leaving the classroom in 2011, Mark transitioned into a unique and fulfilling career as a tutor and chaperone for children working on TV and film sets, including his work on CBBC. 

His role combines education with safeguarding, ensuring young actors meet their academic goals and thrive in a professional environment. 

Mark’s inspiring story highlights the power of resilience, adaptability, and rediscovering joy in education beyond the traditional classroom.

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Edited with finesse by our Podcast Super Producer, Mike Roberts of Making Digital Real

Transcript

[Speaker 1]
Hello, and welcome to the Pit Pony podcast with myself, Sharon Cawley and me, Sarah Dunwood, in which we talk to teachers from all walks of life who exited the classroom from what they thought was a job for life and thrived on the other side of teaching. Coming up in this episode...

[Speaker 2]
But I had a period of, I had another big epileptic seizure and a period of sort of 8 years of instability and I put that down there, the sort of added stress. It's a known trigger amongst other things, the stress and the tiredness. So I've taken control of one of the only controllable things and I've taken that away and taken that stress away.

[Speaker 1]
Hello and welcome to another episode of the Pit Pony podcast. Great guest today. There's going to be a range of Northern accents, I suspect, going on through this particular episode.

It really does warm my heart to introduce Mark Thompson to our podcast today. Mark was born to teach. In his own words, it was all he ever wanted to do.

Even as a kid in school, wanted to be a teacher. Did his work experience in a school. So that's what he wanted to do.

And all in all, he taught for over 18 years. Subjects, computing and business. A good old dyed-in-the-wool teacher.

2011 though, he's out. Out and hemorrhages out to a certain extent, which he is going to talk us through today. And we will listen with deep gratitude.

So Mark Thompson, dyed-in-the-wool teacher. It's all he ever wanted to do. What are you up to these days, please, pal?

[Speaker 2]
I'm a Tudor chaperone for children on film and TV sets.

[Speaker 1]
Cannot wait. Cannot wait to get into this. But before we do that and how you created that world for yourself.

Can you take me back to 2011, please? 2011 were circumstances that you described to me previously. You feel you have no alternative but to leave a job you love.

Can you talk us through that time in your life, please, Mark? And thank you.

[Speaker 2]
Probably, it was probably the best thing that happened was being made redundant. Because it forced me to make a decision. I'd been in a school that I was really unhappy in for quite some time.

But didn't want to leave that job that I loved. I loved working with the kids and I loved being a teacher. I hated everything else about it.

I hated the constant chipping away at who I was. And I was just, I was miserable with it. I was exhausted and it was just dragging us down.

So that redundancy gave me the opportunity to make a break.

[Speaker 1]
Okay, thanks, Mark. And you talk about the dragging you down. You said to me once you felt constantly ground down.

What was it? For somebody listening to this, they're going to be saying, well, you loved working with the kids. It's all you've ever wanted to be.

What kind of stuff ground you down?

[Speaker 2]
So it's a slow, really slow process. But it was the chipping away of your self-confidence and ridiculous deadlines. Next day deadlines.

People will, no doubt, come across those. But really, really unrealistic deadlines. Just impossible to meet.

The box of margarine that I'd bring home, look at really guiltily in the corner, and then take back. And it would just be known as the big red box. And it would just stare at us and make us feel terrible over holidays and over the weekends.

And it was just a never-ending box of margarine. And it was that chipping away of my confidence, really, that it's probably taken from then another 10 years to get back.

[Speaker 1]
That's interesting. That's interesting to hear you talk about that. The deadlines, the workload, the unrealistic aspect of it.

You told me that you felt it was ridiculously unachievable what you were doing on a day-to-day basis. So how did that impact you physically?

[Speaker 2]
So as well as the usual of anxiety, I did at the time, I was particularly low and particularly anxious. I'd had one seizure previously. But I had another big epileptic seizure and a period of eight years of instability.

And I put that down there, the added stress. It's a known trigger amongst other things, the stress and the tiredness and other things. So one of the only controllable things, and I've taken that away and taken that stress away.

I've been offered jobs before when I've been on supply. And the look at it is like I'm slightly mad when I say no. It's something I can control.

[Speaker 1]
Understanding. And when you're going through that period, I'm going to make a statement here, which you can counter all you will. We speak to a lot of women, actually, Mark, and in our group.

Sarah, what would you say the stats are on our gender where members are concerned in Life After Teaching? What are the stats?

[Speaker 3]
93% female and 6% male and 1% who don't disclose.

[Speaker 1]
Okay, so 93% of the Life After Teaching Facebook group with tens of thousands in is women. Now, I don't believe that the teaching ratio is 93% women are teachers, but I think you can see where I'm going with this, Mark. When you were going through it as a male teacher, did you talk to anybody about how you're feeling?

Was there an avenue by which you felt you could be heard and you could talk about the impact on your physical and mental health?

[Speaker 2]
Friends and family, definitely. And I did have one or two trusted colleagues, actually one or two trusted male colleagues who I know themselves had gone through similar. So I do believe that it's definitely not just me out there.

It is other male teachers that thousands of us go through exactly the same.

[Speaker 1]
In the main, we tend to speak to and deal with a lot of women. What's interesting is whenever I've had to have conversations with male members on the phone in an evening who are in crisis, it's the wives they've got in touch with me. Will you speak to my husband?

Because in some respects, we are representing a lot of women. So with that in mind, it is always good to hear a male voice talk about the struggles within teaching. And I am sorry that you are that male voice.

So you're talking to partners and friends, you've decided you're exiting. Which was a hand that was dealt you really because you were made redundant at that point. Did you then start to look for another teaching job?

What happened after your redundancy? What was the plan there?

[Speaker 2]
I didn't want to go back in the classroom, no. I found a job for a charity. I absolutely loved it.

So I was still working with young people. I would have still done to this day, I think. But the charitable sector funding was cut and it didn't last too long.

So I went on supply after that. I actually really quite enjoyed supply. I think I'm a bit of a sadist.

[Speaker 1]
Oh, go on, talk us through that one because we don't often reel from that sentence. I think I actually enjoy supply. What did you enjoy about the supply?

[Speaker 2]
I like the change. I like going into different places and I don't mind the uncertainty. I'm not fazed by that.

And I've always had plenty of work through it. So I've been lucky with that.

[Speaker 1]
So it was actually more liberating being on supply.

[Speaker 2]
Yeah, and I think for me, I've always got at the back of my head, if it's absolutely awful, I can pull the plug. I've never had to do it and I've never felt like I wanted to, but I can always pull the plug. I'm not their own boss, but I felt like I'm in charge of my own destiny.

[Speaker 1]
I like the thought of that. So you've left the job that's been really the problematic one. You're in supply.

Was it an overnight fix then? Did your anxiety go? Did your epilepsy get under control?

Or did it take you a long time to come to terms with that experience in the classroom?

[Speaker 2]
By that point, my epilepsy was under control. I could drive again. That was seven, nearly eight years that it took to get that under control.

And even then, still wasn't talking about my epilepsy really. And now I talk about it to everybody and the kids.

[Speaker 1]
Why wouldn't you be talking about epilepsy?

[Speaker 2]
Probably because that had been such a big thing for me until I was... I didn't have my first seizure until I was 22. And I think I thought I was like totally bulletproof.

And then for something like that to happen, I didn't have my second seizure until I was in the early 30s. And it just... It was such a big, big deal for us.

It was just accepting that I had epilepsy. It was just very, very difficult. But now I talk about it to everybody, every kid.

And it's so powerful. And then another kid will tell me, hey, I've got epilepsy as well. And I'm like, yeah, it doesn't have to stop you doing anything.

[Speaker 3]
I think, Mark, there's something there for me about... And I'm going to generalize, but I think it's why we have so few men in the group in terms of maybe it's more difficult. And you said something about you felt bulletproof.

And then obviously it's really impacted you in terms of finding out that you're not bulletproof. And I think that's probably part of the barrier with men generally talking about their health, not just their mental health, but their health full stop. So I think to take something positive from it, the fact that you will talk to anybody and everybody about it now is actually really powerful because it's liberated you, but it's also educating other people that it's okay to talk about it.

[Speaker 1]
So moving from... You've coming through, you're doing bits of supply, king of your own castle is how I see it. Going along, you leave the...

Through no circumstances beyond your control, you leave the charity job. Talk us through this bit now, right? This is the bit that intrigued me.

You are now a tutor on TV and film sets for kids who are actors. Oh my... I also know now, unfortunately, Sarah, you're going to love this.

He's bound by some of the biggest NDAs known to men with these film sets. So he can't say... Even when I've begged him, I'm going, I'll take it to the grave.

He's like, no, I need to explain to you the nature of an NDA, Sharon. I cannot tell you who the actress is. I cannot tell you who the actor is.

No, I won't name one of the most frustrating conversations I've ever had in my life because I know there's so much that sits on the other side of you. So framed in what you can tell us without everybody getting sued, you work as a chaperone for kids on TVs and film set. Tell us, before you tell us how you got into it, what does that actually mean in real terms?

[Speaker 2]
There's two jobs there, essentially. There's the tutor's aid, which is teacher for the kids and a liaise with the schools. And I treat the kids in all of the subjects, which is great.

I work with no more than eight at a time, really. And it's really lovely. And quite often it's just one-on-one.

And then there's the chaperone side, which is essentially a safeguarding type role. There's a lot of legislation in place about young people working on set, working in an adult environment. They're being paid to perform.

And there's time pressures to make TV programmes and films and a lot of money involved. Just need to make sure that those young people are not being taken advantage of and not being made to work too many hours, getting plenty of breaks. They're not in any sort of danger.

They're not being asked to film something that's inappropriate. There's just all sorts there. It's a really interesting job.

You get to do all sorts of really cool things, go to a couple of places. It's a really nice job.

[Speaker 1]
What was interesting was you said to me, you know, you taught all those different subjects. And we talked about that, you know, how you take something, you skill yourself up, you learn it. You can know off of the full range of subjects.

But they take education seriously on the set, don't they? So you still need to make progress. Tell us about some of your educational successes.

[Speaker 2]
It's one of the things I'm most proud of. So some of the young people that I've worked with on set, it's super important that whatever I do with them and no matter what their ability, that when they leave me on set, that they just sort of segue back into school without any sort of stress. And they're at the same point as their peers.

But I've had young people who've taken the GCSEs whilst they've been working with me and achieved eights and nines. Other young people who once they've finished the time on set and achieved awesome GCSEs like that, have then gone on and gone to universities, gone on to really good universities as well, and then continued out their careers after that. Everything in between as well.

Awesome SATS results. I could list them forever, the achievements that the kids have had. Even like tiny things that they achieve when they're on set with us.

It's brilliant.

[Speaker 3]
Can I just interject then? I might take from that, that you work with the full age range and the full subject range.

[Speaker 2]
Yeah. So for example, last year I split the cast into two because we had a big age range up from nine to 16. And there was 14 of them.

So you can only actually have 12 in a room. But because there was such a big age range, we'd split it and put two tutors in. And that just makes it much easier.

And we can work with, it's kind of called a lower school set. It didn't split exactly by key stages or anything, but we just kind of worked as a lower school and an upper school. And then work by the whole subject range.

[Speaker 3]
That's kind of blown my mind a little bit because I'm trying to imagine that translating into a school setting. And I'm going to say, even with just 14 kids of different age ranges and the different subjects, that takes some doing. That's impressive.

[Speaker 2]
Legally, if I had that kind of range, I'd only be able to have eight kids.

[Speaker 1]
So my question is, obviously, Penn's going crazy. How did you skill yourself up, Mark? How did you go from what had been computing and business studies to now I'm assuming offering English, maths, some science, some literacy, some numeracy?

How did you do that?

[Speaker 2]
Being computing and business, I've always taught maths. It's like, oh, you're a computing teacher. You can teach maths.

So I've always taught maths. But the best training ground ever was being on supply. Food, tech, anything on supply, I've taught it.

And that's just, if I can do it with 30 kids in a classroom setting, then this is an absolute doddle.

[Speaker 1]
I'll tell you what's interesting to me. Okay, so I've got this image in my head. Here's a guy who cannot mark this box of books.

It's going back and to and back and to to school. Cannot do, you've not got the time. You just cannot get around to doing this.

However, the same guy is now skilled up in a multitude of subjects through different key stages. What's changed? Because you've not added an extra hour into the day.

You've not traveled through time or done something like that. What changed within you to enable you to do all of these things?

[Speaker 2]
Well, I'll tell you what did change. I was going to say, I don't know if it was within me. I didn't have anybody chipping away at us anymore.

And I had me being able to repair my confidence and gradually regrow and just repair myself. Wow. And it did.

It was a and I was going to say it took a long process to get better but it got worse before it got better. Because I hadn't recognized where I was at first. So yeah.

It definitely got worse before it got better. But yeah. It bounced back.

[Speaker 1]
They say the darkest hour is the one before the dawn, isn't it? At the end of the day. It's interesting.

And you keep using the expression chipping away. And I know that that's almost maybe a bit of a euphemism. There's a vagueness attached to this idea of chipping away.

But what you've just said to me is it was bad management. It wasn't the job. It was the management of the people around you.

Because they were unrealistic, ridiculously unrealistic you said. That didn't help. But once you were given the space to manage your own time, to look at your own work world, to make your own choices, you thrived.

I think that's what you articulated beautifully, my thrival game. Because I removed myself from a toxic environment into this... Well, it sounds absolutely...

Because I've got this picture in my head, Sarah. I don't know about you. Let's see if we're on the same page.

I've got all these trailers where they're getting changed and there's stars in them. And then there's a big film set and there's a director with a big clapperboard. And there's Mark with all these famous kids.

What's it like in your head that you're picturing what he's doing on a day-to-day basis? I don't know.

[Speaker 3]
I've got Mark in the classroom kind of set up. And I've not got all the big starry spangly nonsense. I suspect it's probably a little bit more normal than that.

Might be wrong. Mark?

[Speaker 2]
You're both right. So, depends on the production really. Young people sometimes are in what looks like a classroom for all intents and purposes.

And it's in a building that could pass for a school. And it just looks like that. And the room is the same.

And then sometimes it's in one of these big trailer villages and we'll shoot somewhere for a week and then move on and we'll be on a location somewhere else. It just looks like what you'd see where they're strolling around on set and they've got people walking around with a dress and gown. Where's my cappuccino?

[Speaker 1]
I love all this. I love it.

[Speaker 3]
I love it. So, can I ask a question, Mark? Do you work with a particular group of children on, say, a specific film or a specific TV show for a period of time and then you move to a different role with a different group of children?

How does it work? I've got many questions.

[Speaker 2]
There's a tour that I've worked on for quite a number of years, a kids TV show. So, I've worked on that for...

[Speaker 1]
You said you could name this one.

[Speaker 2]
So, I can name that one. So, I've worked on CBBC's The Dumping Ground for several years as tutor and as chaperone. That started off, that was the first job I got and that was kind of how I just fell into it.

How did you fall into it? Go on. I was asked to cover.

I was asked to cover on a holiday and I was just like, I love this.

[Speaker 1]
It was through a supply agency, wasn't it?

[Speaker 2]
It was. It was through supply and I got on really well with the manager and he was like, you're perfect for this. Go and do it and see how you get on.

So, I did that and I said, I love it. I'm going to probably upskill in this and get some more work in it. But they liked me and asked us back the next year.

[Speaker 3]
Mark is the accidental chaperone. Accidental chaperone.

[Speaker 1]
You know what it is? It's the supply gods were rewarding him because he's the only teacher I've ever met in 30 years who says, I don't mind supply. So, the supply gods were obviously listening that day and saying, right my son, you are the only person who champions us.

We will open the doors to the Dumping Ground for you. Are you still with a supply agency now, Mark? Or are you freelance on your own?

[Speaker 2]
I keep my hand in between projects so that I'm constantly working. So, if I'm not working on something, I've got to step into school. So, I've actually been in school three days this week.

So, I stepped up a drama last week. Actually, that's wrong. I took a week off.

[Speaker 1]
Oh no.

[Speaker 2]
I took a week off out in term time. The first time in I don't know. That's the first time ever.

[Speaker 1]
Did you feel like you were truanting? Did you think somebody's going to tap me on the shoulder? No.

Did you love it?

[Speaker 2]
Yeah. I haven't had a day off since April. Wow.

So, it's been like, it's been busy. So, I've just said, yeah, I need a week off.

[Speaker 1]
Does it feel like work? Does it actually feel like you're working?

[Speaker 2]
No, it's really good fun but it can be very very long hours. And it is full on. You can work from you can have a 7 o'clock call in the morning and you can quite easily not finish till 7 but sometimes I'm not finishing till nearly 9 o'clock.

So, it is really really long hours. It's really good. The crew are great.

Kids are always great. My frame of get them is to rather than all the safeguarding side of things and make sure the kids welfare is to make sure the kids have a great time on set and remember it for all the right reasons.

[Speaker 1]
Well, speaking of remembering things for the right reasons, fascinated, absolutely fascinated by all of the language you're using on set, the crew, the cast, all of that gets me every time. I want to bring this to a close today by asking you, Mark Thompson what's your sliding doors moment?

[Speaker 2]
Just really recently, I kind of had that moment where I quite often do it actually. I was quad biking around Northumberland with some kids. I was looking round at the scenery and I took a quick picture and when I got back getting changed, I had my helmet, I had my overalls, sent that back to my partner and I just put work and a laughing, crying face.

Just not like work.

[Speaker 1]
You're actually being paid to go around on quad bikes with kids and rightly so and they are the moments of joy and I should imagine there are so, so many amazing memories that you've had since you've stepped out of the classroom. Would you still call yourself a teacher?

[Speaker 2]
Yeah, I'll always be a teacher.

[Speaker 1]
Beautiful. And that's made me smile because from somebody who wanted to be a teacher whilst he was still in school himself, who went through not the greatest of experiences within schools, it fills me with personal joy that you still consider yourself, rightly so a teacher because it truly is your DNA. You're a dyed in the wool classroom teacher and it has been an absolute pleasure to talk to you today.

So, on behalf of myself and Sarah and everybody who's listening, listening with fascination by the way, I thank you Mark for your time with us today on the Pit Pony Podcast.

[Speaker 2]
Thank you.

[Speaker 1]
I think we only got even, I don't think we even came close to what that guy could have told us if he wasn't bound and gagged.

[Speaker 3]
I think we've just taken a little bit of the orange peel and just, you know when you put your thumb in an orange peel and you just start to peel it back, I think that's what and I've got a gazillion questions and I know he will never tell us the answer.

[Speaker 1]
I don't think we could even take him out Sarah and ply him with alcohol. I don't think we'll ever get to the back of who he's worked with and...

[Speaker 3]
But that is when an NDA is correctly used. Go on you're absolutely right we talk about that don't we? Yeah, NDAs are not in and of themselves a bad thing they are there to protect and in the particular circumstances that he's working in, they are there to protect all of the actors in terms of because they are themselves a product and there has to be protection around them but I can guarantee you that what will not be in Mark's NDAs will be a complete throwaway of all of his legal rights to do with his own protection.

So there won't be throwaways of not being able to bring tribunals and things like that and having talked to people about settlement agreements and the non-disclosure clauses in them, it's apparent that it's that that's the issue for the teachers who are finding themselves bound by that that's an interesting discussion for a different day but I just thought it was really interesting because it isn't that NDAs in and of themselves are bad and that was a classic example for me of why

[Speaker 1]
it was right and proper to have one. An ethical NDA which and he never cracked and you know what I'm like as a tin opener, I was trying all angles. Just tell me, I swear and he wouldn't but what was clear was for those, I know people are only having the benefit of audio but the man comes alive when he talks about working with kids.

Yeah.

[Speaker 3]
The difference between how he talked at the start of that slow process of his job as a teacher, the circumstances around it, chipping away at him and eroding his confidence and we've talked about this often, the analogy of the boiled frog that you don't realise, your frog is in a beaker of water, it starts off cold, you gently turn up the temperature until the frog doesn't realise it has been boiled and I think that's so common with teachers is there comes a point where they realise that they're boiling but it's too late for them to get out of the water and I do wonder for Mark actually, had he not been made redundant how life might have actually been different because he articulated that didn't he, he did not want to go he did not want to not teach so that redundancy I look for the gift in every moment that redundancy was a gift for Mark I think.

[Speaker 1]
100% and it is an interesting one because it's all he ever wanted to do and then at the end that's why I asked him the question, I don't often ask that question at the end do you still consider yourself a teacher because I think that's quite a really personal one to just ask off the hoof but I felt compelled to ask him and when he said yes without taking a beat, that filled me with so much joy because he hadn't lost the identity of the thing he loved the most and to be honest he truly truly is a teacher he's re-skilled across all of those different subjects and when he was talking about doing that because it's a chaperone slash tutor and that's what people can do in the world of tutoring we talk about it all the time what subject do you naturally feel you lean into, now if you've been a business and computer studies teacher like he has who's dabbled in maths hello caller that was you, it wasn't a huge leap so even if our listeners are not going down the route of chaperone, there's something to really unpick there about retraining in a subject that wasn't initially your specialism I talk about it all the time Sarah with GCC English particularly primary school teachers are frightened of the word GCSE they think it's so highbrow and there's no way they could possibly offer GCSE English as a tutor but if you actually start with the examiner's report the overview of the papers themselves they're not a million miles away from SATs

[Speaker 3]
no and that's it it's interesting because I didn't I hadn't realised beforehand that Mark was the same subject area as me and I would always say that that had been my biggest blessing but also a bit of a curse for a number of years in school that because of the nature of business studies it is it does have a requirement for extended writing in exam questions, it's mathematical it's this, it's that it's the other, it lends itself to you going down a number of avenues which is exactly what I did in schools but it's it also makes it easy to transition to something else because you have got that kind of multiple skill set within your own subject so no but it's interesting that for listeners won't see our reactions the number of times where my jaw hit the floor just in terms of very much when Mark started talking about what he does and how he does it and that me safeguarding element and the welfare element of it, he really did come alive there and it's clear that he's found somewhere that he really loves, he really loves being and the fact he said I love supply

[Speaker 1]
that's refreshing because we make an assumption that I speak to a lot of teachers who when they want to come out they say there's no way I can do supply that would be a nightmare because they normally look at it through the lens of how maybe they've seen supply teachers treated in the toxic school environment they've had to leave but he found it completely liberating, he goes in, he comes out he's his own boss, he's freelance, I know he works freelance for other production companies as well, he does not go through the supply route now he's known on the circuit doing what he does and it would just be absolutely amazing to shadow him for a day to see what he's like and I should it'll be one of those where I don't think any one day will be the same as the next he's got real variety and it was nice and I'm going to stand by it to talk

[Speaker 3]
about gender. To talk about it in terms of health and mental health very much so it's I go back to something you said which was to do with the group statistics, 93% women, 6% men in terms of the last workforce statistics for teachers in England, I think it was something like 76% female 24% male, there or thereabouts, so women are disproportionately represented within the profession but I don't think that's the reason why men don't necessarily talk about it and I know I'm in a very weird position talking about what I think men think when they're talking about it but my experience with male friends is such that and the husband I mean, you know, my husband, they don't talk about stuff, even when something's wrong, whether it's physical illness or something going on in terms of mental health, it's unusual for that to be an open conversation in the way that two women friends like you and I talk about anything a lot all the time, every day but it's really I do I want us to give an opportunity for those conversations to happen, I know there's lots of organisations that are trying to support that, places like Andy's Man Club and things like that but I was heartened by the fact that that's our male guest who actually was able to talk quite openly about the impact that everything had had on him

[Speaker 1]
It was it was a lovely, lovely gentle, I think he'd have a great job reading children's stories because his voice was so melodic, it was just so calming, it was beautiful interesting Sarah, the split 76 women 24 men, there and thereabouts I wonder what percentage of the 24 men hold positions of leadership compared to the percentage of women

[Speaker 3]
That's interesting, I know there are some stats on that and I think it is a disproportionate percentage of the men who are in leadership positions compared to the women, you know me I love my stats and I have dug into it It is interesting to look at it and it's interesting to look at the different ways in which different groups, age groups career stages are being impacted So I loved that one

[Speaker 1]
I liked him, he was a really nice guy, I'd like to go out for a pint with him he was that kind of a And you can't beat that accent You can't beat that accent I mean, what was that What was that programme in the 70s that was the Geordie when the boat comes in Yeah, shall I have a little fish I'd gone to half beat as him I mean, I thought we were broad, but good God That was the true pit pony accents We're all on show there Loved that episode, will definitely, definitely listen to that one again, and what a great guy who still rightly so, considers himself a teacher Right my friend, let's call time and I'll see you on the other side On that note, Auf Wiedersehen Thank you so much for staying with us throughout another great episode, and on behalf of myself, Sarah Dunwood and all at the production team we appreciate your continued support If you wish to contact me directly for a support session or a clarity call for your next steps, please find my link in the comments below.

See you soon