Ducklings Day Nursery ... SEND (Special Educational Needs and Disabilities) episode

We meet with the practitioners of Ducklings Day Nursery today to discuss all things SEND.  Meet one of Ducklings autistic member of staff who has so much insight to share.  Such a great listen.  Please please stick with us with the sound quality, we are truly working hard to make it better.  Thank you for being committed followers and making this podcast successful so that we can reach as many families as possible. 

Any questions, comments please don't be shy.  Nursery parents there will be a suggestions/comments box available in both sights for you to anonymously suggest questions or comments.  

Any questions please do not hesitate to contact us - hello@family-corner.org.uk

Transcript

SPEAKER_02 0:02

Good morning. Oh, that was Jean. We are here at Ducklins Day nursery in Skelmersdale today. We have an incredible team. We've got the most exciting morning. Of course, we've had issues with microphone because that's just normal for us. But we're sure that the quality will be a bit better today. We are hoping today to look at answering some questions, asking questions with each other, and looking further into possible special needs or concerns, things and questions that we ask about our own children. We might recognise things in our children, and we want reassurance. Sorry, will be able to answer some of the questions that are most commonly asked and most commonly worried about, I suppose. So first of all, we're going to do some introductions. So shall we start this way and then work our way around?

SPEAKER_03 1:19

Hello, I am Janet, the manager of the Docklings Day nursery in Scempsdale. And I've been here for nine and a half years since the nursery opened. And during this time we've had two outstanding judgments from upstairs. Woo! At least a rather shot. Which which we were highly delighted. And it comes through with the passion of the staff that work here. They work incredibly hard. We are here to nurture the children, give them that home-to-home environment, and to ensure we're inclusive. And we have a very Charles a deputy, and Charles takes on the role of the Sengo, which is our special educational needs coordinator. And Charles' passion for that is incredible. The training she attends, she will then cascade that to all the staff in staff meetings and training. And because her passion for it, all the staff embrace it, and we are here to support our families and parents who need it.

SPEAKER_01 2:40

Yeah.

SPEAKER_03 2:43

Wow. Yeah, so hi, I'm Charlene. Um everyone calls me Charles really, so that's fine. But I've been working here at the Ducklings Day Nation now for nine years. Um I've been in childcare for 22 years, and I've just always naturally fell into that Senko role, always. Um, when I came, I actually had broke my foot. I'd not have come for my interview when I broke my foot. I was coming in on my crutches and my big cat, yeah. Um just broke my foot. But yeah, um, and I just was blown away. I absolutely loved the nursery. Um, and yeah, it's just gone from there. We've definitely seen an increase in children needing support, um, very passionate about it. Those relationships with parents are so important to us um and our outside agencies. Um, yeah, and what Charles will also support staff is, and we touched on it earlier, is having those delicate conversations with with parents. Absolutely. Yes, and you do call it that delicate conversation, and Charles will support that those member of staff to speak with the parent if it's a key worker involved. It can be such a you know, nervous, worried time for the parents, and you you see it and you just sympathize with them so much, and we're just saying we're here to support you the best we can for that transition to school, and we have so many parents that worry about the future. Are they going to be able to communicate? Tell me what they need, toilet training, you know, everything around that. What are they going to do later on in the life? You know, and and you're just there to support them so much. And yeah, because as a parent, you see that bigger picture, don't you? Yeah, and they're only two, and yeah, and you but you do see the can accomplish it, do you know what I mean? And and they start with us, and then by the time they're ready to go to school, um the communications come on. We're using visual, we use so many interven interventions and strategies to support the children. Um yeah. We've got some amazing example that you have at Skellersdale of an absolute success stories that we're so so proud of. Yeah. Exemplified everything that you you said. Yeah, that um, you know, children with additional needs or special needs can make it into the professional environment and do very, very well and are advantageous and anathless. Um would you like to introduce one of your team? Yes, of course. So, Aaron, would you like to introduce yourself? Yeah, Aaron is very nervous in this group of ladies.

SPEAKER_00 5:29

It's lovely to see you all. Um, yeah, my name's Aaron. I started Ducklings Day nursery a few months just earlier this year, and I recently came from a special needs school as a um teaching assistant. Um I've obviously grew up at the age of 10 years old with autism, um, but but back then it was called Asperger's. Now it's in different groups now. Um so I understand how it affects people in many different ways. Um for me it affects me differently to let's say someone who's more diverse and who who has more who who needs more help and stuff like that. Um but there's lots of ways to there's lots of ways to sort of like help someone and put things in place like routines and all sorts, um, which we'll talk about during this podcast.

SPEAKER_03 6:36

I think you see um how recognition children and you have a natural ability, is sort of an innate ability of how to support and a real connection with children who have an additional needs. I think you have that. Do you feel as though you can sort of understand children with needs and and and and and get on their level? And do you do you feel that empathy that I think because I we can see that with you, Aaron, all the time, the way you are with the children? Yeah, we knew that from the when we first interviewed Jack.

SPEAKER_00 7:12

Yeah, every child is different, and you have to approach a child in a way that's calming, relaxing, and just getting down to their level, yeah. Getting to making sure that you are fulfilling their needs. Every child has different needs, and they might need different sensory um needs, like some might need two ties and stuff like that.

SPEAKER_03 7:41

But I love what I do, and he's taught us so much since he's come as well. I've been doing Segou for so long and we lay and stuff, but since he's come, we've started doing bucket time now, which is new. So Aaron's like role-played that and let and taught the other staff sensory massage, sensory circuit, and they're just so valuable. The children, uh, what Aaron's brought being brilliant. Brilliant. And did you say you you see less children having sort of meltdowns because of Aaron's karma? Oh, yes, definitely. How he sort of connects with them and sort of those at that intervention time that we're having now in the small group being able to deliver these strategies, the difference the children coming back into the room, the ready, the karma in the garden, like you say, in those meltdowns have definitely, yeah, definitely. Would you like to tell them what the bucket time is, I don't know.

SPEAKER_00 8:35

The bucket time is we you get any sort of bucket with a lid, and it's and you fill it with like toys, and it can be little fidgety toys or anything that you want, it can be a book, whatever you'd like it to be. And you uh you obviously sing the song um at the beginning, so obviously it'll be like I've got something in my bucket, in my bucket, in my bucket.

SPEAKER_03 9:04

I've got something in my bucket, never bucket, yeah. You look into this bucket and you you you put on like this exciting face as you you make it, you big it up, yeah, sort of thing, so then all the children it's anticipation, you create an anticipation for the children, aren't you? You're doing it, yeah.

SPEAKER_00 9:29

And you take one thing out and you'll go, What's this? It's a blue car. One, two, three, four, four, hmm. So you you you're road playing it and you're demonstrating it, and but it's adult led. So the children will be sitting down looking and they're concentrating on it. As soon as you finish playing a bit, you start using Macathon as well.

SPEAKER_03 10:01

So you're like, you're teaching the children to the simple microphone. Yeah, so it's more, isn't it? Yeah. So these are children with additional needs you're working with, who are needed to calm down, who are needed to to it's listening skills, it's waiting, and it's simple communication.

SPEAKER_04 10:19

That's it, yeah. That's fabulous. What age did you start doing this with um Harry?

SPEAKER_00 10:25

You can start that age from let's say three.

SPEAKER_05 10:29

Right.

SPEAKER_00 10:29

I started doing that with my eldest when she was three. Because she she she's gardened. So obviously I started putting everything in place with my little ones. Um and I've done all sorts of stuff to help my my kids.

SPEAKER_03 10:50

And do you get good results? Yeah, and it works.

SPEAKER_00 10:53

Yeah, quite good results. Because I feel like you can always do make a bad situation into a good situation, and by putting things in place whether you're doing calming time, which is like sensory massage, it's brilliant. Um because like I'll I'll just explain massage can't do calming time. So it's sensory massage is basically you're just putting some calming music on. Now, obviously, you've got to ask for their permission because being in the nursery setting, you've got to make sure that they are happy doing what you're doing. And all you're doing is you're just doing some deep pressure on the legs or on the top of the arms, and it's like rain as well, you're pattern on the head like that, and it helps them calm down. But at the same time, you've got this nice calming music on. So it could be oceans and stuff like that.

SPEAKER_03 11:54

It's the same as we've used weighted vests, haven't we, for children? That have been these are all things advised from specialist teachers as well that come in reports that then go on to the targeted learning plan, and it's something you're doing daily with them, and the weighted blankets, like Janet said as well, and it just does give them that calm and special. Yeah, enjoy the weighted blankets on them. And it's almost like um a hug in a blanket, isn't it? Yeah, without having to feel as though they're um the the overpowered by a person um with them. They'll like to squeeze you as well. Lots of the weather people give you a big hug and a big squeeze. Oh, thank you, I mean, that's really really that happening is an example of a success story, you know, a child a a child who had did you have difficulties?

SPEAKER_00 12:42

Yeah, did you have I had I I struggled as a child myself. So I was a very, very late learner. Um so from the age of 10 years old, I was diagnosed and I didn't couldn't really do well in school, couldn't understand things and stuff like that. So I was way behind.

SPEAKER_03 13:07

Yeah, obviously you're very bright, you're very intuitive because you are making such a difference here. So that is anyway, back to ten years old.

SPEAKER_00 13:17

Yeah, so from age of ten I was diagnosed, um and my parents struggled because I was coming home from school and I I didn't know how to do any homework and this, that, and the other. And so my parents got found like little flaws that I did. I used to stint as a child as well, and I used to bounce up and down on the couch constantly just to self-regulate yourself, probably, because yeah, yeah.

SPEAKER_03 13:54

Yeah. But then like a reasonable adjustment like that for us now, because we are learning, that's where we get the trampoline and we get the headphones if it's too noisy, so all those reasonable adjustments, giving the children more time outside, calming environments, that's what we're doing all the time for the children that need support to be able to access our provision and learn and feel happy. That therapy pushy, and yes, we just introduce lots of different resources.

SPEAKER_02 14:20

And like so, if a parent has concerns possibly about their child or the other way around, yeah, how would you first approach something?

SPEAKER_03 14:29

Use the grad the graduated approach, right? So you get all the information from the parents, and then we assess, plan, do, review, and that's in Lancashire, and that's just a continuous cycle. Yeah, so we get to know the child as much as we can.

SPEAKER_02 14:41

We're constantly assessing how to make it confident, don't they, to speak to you?

SPEAKER_03 14:45

Yeah, we have to do it. But they do, yeah, they definitely do. All vice faces sometimes we're approaching the parents with it, yeah, and then they're like they've not wanted to say it, but then they might be like, Oh, yeah, you know, really, it's a relief. Yeah, yeah.

SPEAKER_02 14:58

I think then we saw the listeners maybe listening in, and they might have naturally my child does that, or I'll be different and not to be afraid to talk.

SPEAKER_03 15:08

And also it doesn't mean anything. No, just because exactly one little thing, yeah, that's true. Such as lining up toys, Beth from Beth's from Lee, yeah, um, and you're the Senko from Lee, Senko Special Educational Needs and Disabilities Coordinator. Um, we see that a lot of times. A lot of parents come in and say, I'm really worried about our child, and they are, say, for example, lining up the toys. Well, we know that this doesn't necessarily need to be a concern because that is what we call a schema, an pattern of play that all children can go through. So we don't just assume that if you bring in something to staff's attention, it's going to mean something. We can actually um address schemas um by um adapting the levels of play or or making making yeah. We have home learning packs as well. Do we though to send home with them? Yeah, what's that?

SPEAKER_02 16:18

Home learning packs, yeah.

SPEAKER_03 16:19

Schema bags as you go out there. I don't think parents are educated on schemas, and a lot of practitioners are still getting their heads around. It's just different ways of our children learn, and one of them is lining things up are emptying boxes, and it's yeah, the big one because we see that as a bit of like a behaviour. Yeah, actually, when you unpick it, it it probably is just a scheme and you give them the right tools. They're the best. And that's just awareness aliens eventually come in with yeah, you know, a concern, you do that, and then the fine. So it's not always doesn't have to go on beneath. Yeah, yeah.

SPEAKER_02 16:55

That's brilliant because we talk a lot about positive speaking over the children, and if say this did start throwing and you're stop being naughty, stop being naughty, and it's like the constant and it and it is something too because make it safer on your children, but once you do that, and then they kind of go through that and then they go on to a different learning one.

SPEAKER_03 17:17

Brilliant we found from experience um that there were certain children that enjoyed pushing. Now, sometimes they push each other, but you gave give them a wheelbarrow that they'll push all the way to the phone, make it every more expensive as well. Not necessarily people, yeah. If if you're a person, you might get a push, but it's just wrong. When you give them the wheelbarrow, yeah, feed the need, feed the need alike.

SPEAKER_02 17:53

Excellent. So if you are a parent, I know obviously here you've really got it, and uh you know, I've been in education, and it's so hard as as a teacher with 30 children, you've seen so many needs. How are you finding that juggling that? And do you do you feel that you've got the the right training to keep up to date?

SPEAKER_03 18:21

Coming out more and more now. There's a lot more things you can go on, whether it's the council ones or there's other companies that run them online, we've done like webinars and stuff like that. We have to work and things around sensory processing and stuff like that. So the the training for it, I feel, is getting better. There's a lot more recognition for it in early years, yeah. But it could be better.

SPEAKER_02 18:41

There's there's definitely right, there's always reinforced movement.

SPEAKER_03 18:44

Yeah, um, but yeah, and I think at the end of the day, it comes down to the staff that you've got. If your staff are willing and are adaptable, then you're golden. You need to be able to adapt. Yeah, all right. Working together. Yeah, exactly. And it's working with the other professionals as well. We have a specialist teacher who'll visit the nursery. Portage is great. We have the come in and role model to our staff and set it in certain ways that we still use now. Yeah, yeah. Yeah. We've got physio coming today at the moment.

SPEAKER_05 19:14

Yeah.

SPEAKER_03 19:15

And they'll tap someone who instead of targeted plans and routines for the children to follow. And then you just work together. Um we call it the triangle of trust, don't we? So it's kind of like the parent, the child, and the and the practitioner, and you've got that triangle of trust where you're kind of on the same page and um we're trying to support the children to meet their goals and outcomes within the setting, and the parents are doing it at home as well, and which way it works well.

SPEAKER_02 19:43

That is important, it's the consistency at home, isn't it?

SPEAKER_03 19:47

And if you're not relaying what is happening in school, and it's hard in maybe again the dance, around this is our job, we're doing it all the time at home. They've got to go the shops and make the lunch and do the washing and things like that. We're in in the setting, we are with the children, so parent that's one of the struggles parents have said to me. You know, I can't always, I've got to they don't like go and shop, and we can't go here, we can't go there, and it's just trying to support memories like that, yeah. And it can be done, yeah, yeah, yeah.

SPEAKER_02 20:16

Yeah, and we know it's hard work. I mean, we've said this, haven't we? Yeah, throughout our podcast of talking about just being a family and whether there's needs in a family that are different to other people's, just running a home is hard work, absolutely. But if you know that uh within the education setting that your children are going to and they have to go to, you want that support both ways. Um, I think you've got it right here, do you?

SPEAKER_03 20:45

I mean, it's um the parents knowing that the door's always open.

SPEAKER_02 20:49

Absolutely, it's not just the child, it's the family we look at. Yeah, yeah, that I like that.

SPEAKER_03 20:55

Yeah, and worry about when they leave us, you have to build that subject or we need to feel scary anyway, but especially like applying for the schools, they get so worried about that the parents. We're quite honest, we're very lucky with our staff of me as well because I'm really, really proud of the fact that would you like to give an example without giving names? Yeah, you you excuse me. You've gone on to inclusion meetings, yeah, and for a certain child, I mean Yeah, yeah. So we we had um we had a little one that was leaving us who um they wanted to change the school basically. So with the education healthcare plan, they went down the mediation route. It was I'd never done that because obviously they'd left normally by the time everything's finalised with the with the EHCs, they've left us and they've moved on to school and stuff. But with this one, we was quite heavily involved and we had a really good relationship with the family. So even after they'd left our setting, I was still going to those mediations just to be that support for the family. You know, I couldn't offer any m anything more education, why it's because the school was then there, but I was just that support system then for the family and I'm still in touch with them. And she absolutely celebration um with them outside it's tear-working um the effect that Beth's had. Oh Betya made a huge impact on them and the family. It's still in touch now. It will help with the transition. Yes. And I know like recently, you know, we've offered it loads in the past, but because, like you said, about the schools, for these parents, they've got so much more of an option, it's already hard picking three choices, you know, to where where's going to be the best for the next seven years. And if you've got siblings as well, it's even longer. But so then after the door opened, so there's also these schools and this this provision. And have you thought about this? And it's a lot, it's a lot of decision picking. So you know, there's I've offered it before in the past and said if you want me to come with you, I'll come to the schools, I'll see them. Because sometimes they get and they'll say to me, but what do I say when I get there? What do I ask? I I don't know what to do, I don't know what to ask. And but then they'll they can ask they'll know what to ask me, they'll ask me, Well, well, what provision will be there? And will I get the same support? And it's just them knowing that you can ask that, you can say that to the schools, and what will it look like for my child? Well, Shaul's done something quite similar where she's actually visited different providers to work with the parent because Shaw knows the children so well that she will think, Well, yes, this could be the right environment for your little one. So Shaw's assisted in that way as well. Yeah, and again, it's also been down the mediation route. And this is something new for practitioners as well. Yeah, yeah, who've not experienced this before. Well, I think we said earlier it's lovely for me to to to chat with our, you know, our nature and your staff and share that knowledge between us all, isn't it? And knowing we're both doing the same thing and helping our children the best way we can, yeah. I just want to pick up on right at the very beginning, Shell, you were saying about um you've seen a massive increase in the children with send in what ways um in two areas or why why do you think that is is there anything um we do have a high co-author children who needs um additional support, but then also um sense support as well, um communicational language, um the global development delay, so we need support in all areas, physical development. Um so yeah, I think the spectrum so wide, yeah, under that umbrella, yeah. Um, so I mean COVID, I know you don't speak, you know, but COVID has a massive impact. We're getting their two-year progress checks until they were three and a half. The delays, the speech and language delays, and pediatrician referrals were nearly two years. We're definitely, I felt this year it's improved so much. The education and healthcare plan to keep them back to the 20 weeks, which that was up to a year. Um, you know, you felt so sorry for these children. Yeah, the two-year progress checks are getting done now when they're turning to. So they're picking up on the alien intervention earlier, speech and language available, I think, was it six to eight weeks. The last one we done couldn't believe it. Yeah, I was like, this is great. So it's getting back to track. Yeah. Yeah. Um associating with other adults or other children. Yeah, that massive speech and language and communication impact, and all that's being put into place now. So anything like interruptions in family life or um society, they can have minor impact that causing interventions um put right. So there's lots and lots of reasons. The recent uh regulation training I've done um statistically, um now, prior um after COVID, parents are a lot more anxious and a lot more withdrawn. So statistically, that's what they've actually said, and it you know, so it's just yeah, so that's um something I I've learned.

SPEAKER_02 26:19

Yeah, even as adults, we've got lots of anxieties that we didn't perhaps have previously to that, that it was real and it really happened. Yeah, and it's I mean, the world is as it is now as well. For adults, you're worrying about the safety of your children, you're worrying about the cost of living, and and I think those anxieties possibly do spill onto our families, yeah. But it's that recognition and knowing that you can just ask. And we've said this so many times in our podcast, just reach out, ask for help.

SPEAKER_03 26:55

You are there's nothing wrong with asking. And it's going back to basics. I always say to our parents, like, you know, just sit and play with them, read with them, that chat play, read them. Yeah, just really you know, learning new things, looking outside in nature in the garden, just so that's what children want. You know, sometimes they can be on the tablets and phones, which is fine to have that limited time, but the um you know, the children just want to be played with and read stories and songs, and we come across everything like that actually and play with the children, but I think you as a setting, yeah.

SPEAKER_04 27:33

You would support them with that, wouldn't we?

SPEAKER_03 27:35

So we've actually referred parents to our triple P um programme, which is in one of our hubs locally. Parents have done it, and they found it so beneficial to be able to do those things with the children.

SPEAKER_01 27:47

Sometimes stay and play. I'm gonna say that stay and play model behaviour, yeah.

SPEAKER_03 27:52

We do that at least stay and play, you do that. Yeah, we do, yeah, yeah. Parents love when they come to the stage. Yeah, but we do it from the age of three because we find it very upsetting for the toddlers to leave their parents and they don't play when their parents stand by their parents and and every and it just disruptive. But at the age of three, parents can communicate, they can look at the books, they can model um or practice model behaviour at home. Um, but that's another that's another level.

SPEAKER_02 28:27

And you'll be surprised now that we've been talking for 28 minutes. Yeah, and it is incredible. I've learnt a lot, even just listening to you, and and I'm hoping that our listeners and whoever is uh tuning into this today. I hope it's helped you. Don't be afraid to ask for help.

SPEAKER_01 28:50

Don't you think you can get across with services that are available there. Yeah, shaming or anything.

SPEAKER_02 29:00

Don't be worried about you, you know, your children. It is brilliant, yes.

SPEAKER_03 29:05

Yeah, emotional needs and now a problem shade is a problem half. Kids laugh at me, but it is soft, yeah.

SPEAKER_02 29:15

It is better than support. We spend a lot of time together and we laugh so much, and but it just lifts you, and you just think, yeah, just get share it, talk about things, and and don't worry about the future. I mean, it's easy for people to say that when things are going all right, but it it there's help out there. There is help and it works. It works. I mean, we've seen it firsthand, and they've got so many stories. I mean, we could talk for hours about different families and different situations that have that you've come through. I mean, even my own son for all those years ago, and you just I knew that he was learning differently and he needed different input, yeah. But it was a battle, yeah, it was so hard, and I think it's not because I just want a label on him, I just want him to have the right support. Yeah, he struggled all through school, failed every exam going.

SPEAKER_01 30:16

That's Stephanie, right?

SPEAKER_02 30:18

Yeah, yeah, exactly. I knew the thing, and he's an electrician now. Oh, that's a fortune. Amazing, yeah, yeah. What was that about? And and he's a self-employed electrician, very well known, very fantastic, fantastic reputation, and I think at the end of the day, you've got to just keep battling through and keep asking for because I did ask for help, um, and I didn't want to push in school. I think we've come a long way with it. Yes, I do think that we have come a long way. Yeah, I agree.

SPEAKER_04 30:51

We're not not far enough.

SPEAKER_02 30:52

No, team's never satisfied.

SPEAKER_01 31:01

School is not, it doesn't cater for everybody.

SPEAKER_02 31:05

No, it doesn't and it's wrong because we want to set up our own school.

SPEAKER_00 31:16

Of course you can. It is no use talking about your son about struggling with his uh exams in school.

SPEAKER_05 31:22

Yeah.

SPEAKER_00 31:22

So so obviously when I was younger and I was in high school, near that time when I was trying to go on to do me GCFCs, I was told we're not gonna do never. Well, I mean I then went to college, um the only three words when my school college. Oh, you're yeah, interesting. I absolutely love that. Wow, it made me quite good in the way.

SPEAKER_03 31:49

And did you have like an inspirational teacher there that yeah, that's what it is?

SPEAKER_00 31:53

Yeah, I asked my I did GCSCs at the time. So I went to college um when I was in year ten because I struggled in year eleven. Um so I went to college year ten and I did my GCSEs in college, and everybody was telling me you are not going to do it, you're not going to do it. I'm going to tell you what I'm gonna prove you outground. Yeah, good for you, good for you.

SPEAKER_03 32:20

It's people understanding it. It's the reason why children that you know needing support and behaving the way they are, yeah. It's that understanding, isn't it?

SPEAKER_00 32:28

Yeah, absolutely. There's a lot a lot of old role models in my life that I that I am so thankful for having. Oh, that's lovely.

SPEAKER_02 32:39

Oh, yeah, yeah. But that's just that is incredible, and you you couldn't have some more to see like a real example of people listening, understanding, giving the right help, and it being successful.

SPEAKER_00 33:03

When I come into work, if I'm like nine times out of ten, I'm always having a good day. But if I'm having a bad day, I'll come into work and I'll go up the stairs into the classroom. As soon as I open that door, all I all I see is the children and what's here. And they're like, so then I'm getting more cuddles and stuff like that. They just don't they gravitate.

SPEAKER_03 33:29

Yeah, they do.

SPEAKER_00 33:31

Do you know what? It gives me a buzz to keep going. Do you know what? I can make a difference. You've learned that.

SPEAKER_02 33:40

Yeah, yeah.

SPEAKER_00 33:41

It's brilliant, it's fantastic.

SPEAKER_02 33:45

Okay. Right, thank you for listening. Um, we hope you've not switched off because we've been doing some statistics, haven't we? And we just really hope that you've listened to the end, that you've learned something, that you feel supported, and send us your questions, send us your feedback, because that's really important. Because we're still not getting any, you're not listening. Um yeah, do as you're told, Jean said. So thank you, and thank you to everybody here today. It's just been brilliant.

SPEAKER_01 34:16

So marvelous.

SPEAKER_02 34:18

Yeah, thank you.

SPEAKER_01 34:21

Don't forget, you've got on your own.