Technology from Twinkl brings never seen before objects to the classroom


What would happen if you showed a 3D dinosaur to a classroom of children?

Thanks to the team at Twinkl and a new Apple technology called AR Quick Look, you can.

Twinkl has created the largest collection of educational digital models that you can view in the classroom in 3D through augmented reality (AR).

AR brings the real and virtual world together by superimposing computer generated images into real-world environments.

The collection of over 100 models includes planets, animals, parts of the human anatomy and even a unicorn or Santa Claus.

The models are free to access and can be used on the latest Apple devices, on the iOS 12 operating system.

“Teachers can use the models to add another layer of engagement to their lesson,” explained Pete Casson, Chief Technology Officer at Twinkl.

“For example, by showing animals that live in another country in geography, a beating heart in science or a character that the class is completing a writing exercise on.

“A model we are particularly proud of is the one of planet Earth that we have made. We created it using images taken from space by NASA, making it as realistic as possible. Through AR Quick Look, children can now hold a very accurate model of the earth as it turns in their hands.”

There is no need to download an application to use a AR Quick Look model. By clicking on an image using a device, teachers and pupils can view the model in 3D, or click to see it in AR.

The models are interactive as they can be seen from different angles or in closer detail by moving the phone or tablet screen. They include different textures and interact with the lighting of whatever space they’re in. As an example, the eyes of the animals are glossy and reflect the light in the room.

Although the models are ideal for use in the classroom, they aren’t limited to teaching and anyone can use them to enhance learning.

Twinkl plans to expand this catalogue and are working on various projects to support Android devices too. The company’s hope is to make all the models available on as many devices as possible.

“Everything we do at Twinkl is to help those who teach, so we will be creating other models based on feedback from educators about what they need and what will work for their pupils,” said Pete.

“We urge all educators, whether they are teachers, parents, childminders or nursery workers, to try out the models and let us know what they think. AR is an emerging technology, and we can only discover its real potential for education by trying it out with pupils.”

The models can be viewed or downloaded from the catalogue at

A full list of the devices that are compatible with the models can be found here:

Twinkl is an online educational publisher and creates learning resources used by educators across the world. Every month around 8.1 million resources are downloaded from the Twinkl website.

For more information please visit

Local primary school sees dramatic difference in pupils thanks to Forest School

Since the start of September, a group of children and teachers from Hazel Community Primary School have been visiting Knighton Park in Leicester to attend Wild Forest School, run by Leicestershire and Rutland Wildlife Trust. Following the weekly sessions, teachers reported improved behaviour, raised attendance and better social interaction amongst formerly isolated pupils.

The Forest School sessions, which are run by Leicestershire and Rutland Wildlife Trust and supported by players of People’s Postcode Lottery, has been of enormous benefit to the pupils at Hazel Community Primary School as teaching assistant Adam Cleaver confirms: “We are an inner city school in a deprived area with 90% of pupils having English as their second language. Many of the children we take to Forest School are considered vulnerable and do not have access to these opportunities in their home life.

“I would definitely recommend Forest School to other schools in the area without any reservations, it has been brilliant and the leader Sophie is so enthusiastic – she is professional, knowledgeable, and really believes in what she’s doing. All of the children absolutely love it; two girls who were new to the school struggled to make friends and were isolated during playtimes, but quite amazingly they have become best friends through the sessions. They spend all of their school time together – it’s a real success story. Plus, three children with attendance issues all have considerably raised their attendance, one from 47% to 63% in just eight weeks.”

Also enthusiastic about Forest School, eight year old Faye, said: “At Forest School we get to be free and be adventurous, and I always feel happy afterwards. In school we’re taught topics like maths, but at Forest School we get to learn about nature. Being outside is sometimes cold, but it’s so much fun and the leader Sophie always helps us if we’re stuck on something.”

Supported by players of People’s Postcode Lottery, the Leicestershire and Rutland Wildlife Trust Forest School provides opportunities for children to experience new challenges, take risks, develop resilience and independence, and be creative, all whilst developing a sense of wonder about the natural world.

For more information about Forest School run by Leicestershire and Rutland Wildlife Trust visit,

For the latest news from Leicestershire and Rutland Wildlife Trust visit,

Relationships, Sex and Health Education: five things to watch out for in 2019 – Words by Hayley Sherwood

2018 has seen some major developments around Personal, Social, Health and Economic (PSHE) education – the biggest being that it was not awarded statutory status on the back of the Department for Education (DfE) consultation on Relationships, Sex and Health Education.

We now know that Relationships Education will be compulsory for all pupils receiving primary education; that Relationships and Sex Education (RSE) will be mandatory within secondary schools; and that Health Education will be compulsory in all schools. And I am thrilled that the decision makes most of the topics covered within PSHE compulsory for all pupils, in all schools, from 2020.

As we prepare for these changes, here are five things we should watch out for in 2019:

1. Early engagement on relationships
We need children to identify with unhealthy relationships and behaviour as early as possible in their young lives so that we can switch the focus to forming positive relationships. By doing this we can ensure children have the knowledge and skills to manage the language used when communicating with others, better understand issues around appropriate touch, and who to speak to if they are worried about a particular relationship they might find themselves in. By providing children with the vocabulary, skills and knowledge as early as possible we can give them the confidence to manage situations they may face now and in the future. There must also be an equal focus on relationships which children may form online, as this is now more common than ever before.

2. Better sex education guidance for primary
Whilst the DfE has provided information about what should be covered within sex education at primary level, schools would benefit from even more information on delivering sex education lessons effectively. At secondary level, the guidance is better developed. We cannot provide children with too much information to ensure that they are ready for adult life in our society. Although many children will not be affected by some topics, such as female genital mutilation, they need to understand these areas and different cultural trends. This can only help inform them of any decisions they may have to make in the future, or anyone close to them who they may need to support. Of course, sex education teaching must be age-appropriate at all stages of learning.

3. Primary to secondary building blocks
The building blocks to making sure children can thrive in society must first be visited during the primary years and secondary schools should then build on this set of skills and knowledge. This is not a one-size-fits-all. Unlike any other subject, children will all have a very different experience of these topics which are covered. Teachers need to not only find relevant and age-appropriate resources but to understand that within a particular age group the range of needs will differ. More importantly, teachers need to manage difficult questions and answers to provide a suitable, safe setting and to engage all children with a range of resources for different learning styles. I also think that more is required on financial education for post-16 students to help them manage money effectively.

4. Access to high-quality resources
Schools should be provided with the funding to access high-quality resources to reach the expectations outlined within the DfE guidance. The guidance sets out the key areas in which children should become more knowledgeable within, but schools would benefit from being signposted to organisations that have been producing resources for this area for several years. As these new statutory changes come in there will be many organisations attempting to provide schools with resources to support the new changes. Ideally, schools should be able to access a portal which hosts links to relevant programmes that have been kitemarked against the new guidance.

5. Investment in teacher training
To enable schools to take this guidance and build age-appropriate content for students they must have the skills and knowledge to deliver effectively. It is of high importance that before teachers design their curriculum content they receive the correct training to allow them to do so. Teachers should be able to access high-quality training to ensure that they can deliver these statutory changes to the best of their ability. For other statutory subject areas there is high-quality training available. The subjects which are covered within Relationship, RSE, and Health Education can positively affect children now and in the future. Training is essential to reach the expected outcomes for all children. Schools should also be signposted on how to access local statistics to enable them to build resources to suit their local area – they should not be left to tackle this agenda on their own.

Hayley Sherwood is creator of 1decision, part of Headway learning resources

Teachers quitting due to poor pupil behaviour: education recruiter responds

Following new research which shows that almost two thirds of teachers (63%) have considered quitting the profession due to poor pupil behaviour, an education recruiter has highlighted how an effective workforce planning strategy can have a positive impact on attrition.
According to the paper, It Just grinds you down, which was published by influential think tank, Policy Exchange, 72% of education professionals said they had known teachers to leave the profession because of disruptive behaviour while 24% are currently considering abandoning their own careers. The research also found that 71% of those polled agreed that people are put off from becoming teachers because of poor pupil behaviour.
The revelation comes as 80% of teachers see ‘low level’ disruption – such as pupils leaving lessons without permission or listening to music – on a daily basis.
Commenting on the proposals, Baljinder Kuller, who has over 15 years’ experience in education recruitment with local authorities and private sector agencies, and is now Managing Director of online supply teacher portal, The Supply Register, said:
“Chronic skills shortages within education are well documented, and the underlying reasons behind this talent shortfall are deep and complex. However, while there has always been universal agreement that unruly pupils are a contributing factor to many professionals throwing the towel in, this is the first time that we have been able to quantify the impact that poor behaviour really has on attraction and retention.
“While the report makes several suggestions with regards to tackling inappropriate behaviour, what it doesn’t state explicitly is that an effective workforce planning strategy is critical to success. Constant application of behaviour policies and support from senior staff, for example, are not possible unless teams have the time and resources to not only build and implement strategies, but also deliver these successfully. Whether that be through introducing a robust parental engagement policy, or ensuring that staff have ongoing access to training in areas such as behaviour management.
“Ultimately, many schools and academies are caught in a vicious cycle where understaffing means that they are not able to direct resources most effectively. However, by mapping the skills they already have internally and formulating a plan to plug talent gaps in the most efficient way, education leaders can stop firefighting and build solid strategies to improve behaviour that benefit pupils and workforces alike.”

Principals by CH&CO spreads festive cheer with a Christmas community pop-up at a Margate primary school

Principals by CH&CO, in partnership with Northdown Primary School, Margate, is hosting a Christmas pop-up restaurant for the school and local community during the festive period.
Taking place on Thursday 20 December, pupils of the school and their families, plus members of the wider community, are invited to come along and share a delicious lunch with friends and neighbours and enjoy some seasonal fun.
Principals by CH&CO, the catering partner for Northdown Primary School, is providing lunch and its on-site team and people from the wider business will be giving their time voluntarily to prepare and serve hot and wholesome food. Guests can look forward to a delicious menu featuring sausage and mash with onion gravy, salad, or homemade soup and freshly-baked bread, followed by a traditional dessert of apple crumble and custard. Tea, coffee and cakes will also be available.
Guests will enjoy the tasty lunch in the school hall, which, along with the tables, will be decorated in keeping with the season. Local businesses have kindly supported the Christmas pop-up restaurant by donating decorations and gifts for the event.
Peter McKenna, the sales director for Principals by CH&CO, said: “The team at Northdown Primary School is very excited to be hosting the Christmas pop-up restaurant. We’ve worked with the school for 12 years and in this time, we’ve become part of the school community. Our involvement and contribution to the school goes beyond serving nutritious, tasty lunches during term time, we’re committed to sharing the joy and benefits of good food and mealtimes with pupils and parents beyond the classroom. So, when the team was asked to give up their time to help bring this great initiative to life, they jumped at the chance!
“Food is a wonderful way to bring communities together, and what better time of year than at Christmas. We can’t wait to see the pupils and their families sharing a wholesome lunch and enjoying the festivities. It’s great that we’ve also been able to include members of the wider community, it’s going to be a truly magical and uplifting event.”
Sheila Todd, the head teacher at Northdown Primary School, said: “The Christmas pop-up restaurant is a fantastic way to bring the school and local community together and spread a little festive cheer. It’s going to be a joyous event for everyone, and our pupils won’t recognise the school hall.
“It’s been great to work with our catering partner, Principals by CH&CO, on this event. They’ve played a big part in bringing this to life and been very generous in providing and creating the delicious lunch and giving their time on the day. I’d also like to thank all the local businesses that contributed by donating decorations and gifts.”

EduCare launches online Bereavement and Loss training course in partnership with Winston’s Wish

Safeguarding and duty-of-care training specialists, EduCare, has launched its Dealing with Bereavement and Loss course.

Produced in partnership with Winston’s Wish, the UK’s first childhood bereavement charity, the course will help users to understand what needs to be in place to support everyone involved with bereavement in school or college.

Dawn Jotham, EduCare’s Pastoral Care Specialist, explained why she was keen to work with Winston’s Wish on this project: “Safeguarding children and young people from harm means taking a contextual approach and looking at all factors in their lives, whether they take place in the school grounds or not. Childhood bereavement can have far reaching consequences, for example, the occurrence of suffering bereavement in childhood are shown to have a higher risk of anxiety and depression that can last into adulthood.

“Winston’s Wish is the UK’s first childhood bereavement charity, and subsequently, their insight and knowledge of the subject is vast. Given the extremely sensitive nature of bereavement, it was important that we partner with experts to ensure that the content of the training course was thorough yet delivered in as delicate a way as possible; Winston’s Wish was the perfect choice.”

Emma Radley, Director of Fundraising and Communications at Winston’s Wish, commented: “Working with EduCare to prepare this online training course that supports our work is a new opportunity for our charity.

“Winston’s Wish provides a range of resources to support schools and also offer in-depth 3-day training sessions that combine bereavement and loss awareness with sessions on resilience. Working with EduCare means there is now an initial online option available for people who may need it; this is an important step in reaching out to the 41,000 children who are bereaved of a parent every single year in the UK.”

The new course will cover various aspects including the effects of grief on a child or young person; how a death may impact school life, and how information about the death should be shared with pupils and staff; how to manage potentially difficult topics and avoid unnecessarily painful comments when communicating with a bereaved pupil or student; and how to communicate with children and young people about tragic events in the media, to list but a few.

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Ensuring that disadvantage is not a barrier to success

Author: Donna Tandy, Academy Improvement Partner at Focus Trust, a charitable multi-academy Trust based in the North West of England made up of schools from across West Yorkshire and Greater Manchester.
It has recently been reported that as many as 2,000 schools will still be underfunded in seven years’ time and, with backlash from teachers following Chancellor Philip Hammond’s comment that schools would receive just £400m for ‘little extras’, it’s clear that, as a nation, more must be done to solve the school funding crisis.
The Pupil Premium, additional backing provided to publicly funded schools in England, is designed to support the learning and well-being of disadvantaged pupils, essentially allowing for the gap to be closed between them and their peers through accelerated progress. Unfortunately, however, the ongoing funding crisis has meant that many schools are being left with no other option than to use significant proportions of their pupil premium allowance to sustain their core provisions – which prevents the funding being used for its intended purpose
It should go without saying that the pupil premium should not be used as the only driver to improve outcomes for eligible pupils. Research shows that the strategies that make the most difference to learning do not require any additional funding but are features of quality first teaching. These include high quality feedback, metacognition, mastery teaching and collaborative learning (EEF toolkit). In times of financial strain in schools, it is important that these are exploited as much as possible before looking at specific spending strands. If these approaches are fully embedded in schools, then all children will benefit. This is important because some children identified by school leaders as being disadvantaged are not those who are in receipt of the funding. Guidance also clearly states that Pupil Premium funding can be used to support any child who is deemed to be at an educational or social disadvantage by the school.
Speaking from experience, having seen first-hand the struggles schools go through to not only establish best use of any funding they are given but also to effectively evaluate its outcomes for ongoing improvements, we – as a Trust – have implemented a strategy to ensure the money spent will benefit identified pupils, the school as a whole and, where possible, the wider Trust.
Since its introduction in 2010, the pupil premium initiative has received its fair share of backlash and criticism, with confusion over spending allocation, even more confusion when navigating the ways in which each individual should benefit whilst maintaining a culture of ‘fairness’ and, ultimately, whether or not any headway is actually being made towards decreasing the ‘gap’.
As a Trust, we have worked collectively to raise the profile of disadvantaged pupils and ensure the pupil premium funding is used effectively. Each academy has an identified Pupil Premium Champion, often a senior leader, who has oversight of these children and supports all staff to ensure their deficit of learning or experience is closed.
The Trust now has a Pupil Premium Charter which clearly outlines the Trust-wide vision on disadvantaged pupils and our commitment to them. A key feature of this is the development of excellent teachers and support staff to ensure all pupils have access to the most effective strands of research. My role is to oversee this and support leaders in the evaluation of the impact of their spending.
In essence, the benefit of a Trust system is that resources or training developed by one school can be shared with all schools within the trust, meaning that the success of one school’s pupil premium funding can be felt throughout the constituent schools.
With a cohesive strategy and vision we ensure the high profile of a significant group of children in our care. Across our 15 schools, the percentage of eligible pupils ranges from 13% to 41%. As the context and needs of the disadvantaged children differ from school to school it is important that, while we have a vision, key principles and high expectations that underpin our approaches, academies have the autonomy to interpret these to best fit the needs of their pupils.
However, with the current status of funding crisis amongst UK schools it’s understandable why any funding provided – pupil premium or otherwise – is quickly used in attempts to alleviate the crisis and its immediate effects, often without taking into consideration longer term issues that the pupil premium was introduced to tackle in the first place.
As part of the 2018 Autumn Budget, £400m in extra capital funding has been allocated to be spent on core provisions including equipment and maintenance and, although deemed ‘inadequate’ and ‘a drop in the ocean’ by many, the overall Department of Education budget has, for now, increased to £5.6bn.
The question is, to which the answer remains somewhat unknown, how can schools balance their ability to spend enough on running the school itself whilst safeguarding its pupils and staff, and how far will the current funding stretch to ensure that disadvantage is not a barrier to lifelong success?

For further information about the trust please visit

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Raynes Park High School in partnership with the Wimbledon Club opens brand new AstroTurf hockey pitch for training purposes and international hockey games

Raynes Park High School in partnership with the Wimbledon Club has opened its new £500,000 AstroTurf hockey pitch. The new pitch is not only being used for school matches, but also elite hockey games. The Wimbledon Club funded the new pitch and is paying for its ongoing maintenance.
Kirsten Heard, Headteacher, Raynes Park High School, says: “We are pleased to have partnered with the Wimbledon Club on this fantastic project. Students are already using the pitch and the Wimbledon Club has held its first training session there. The AstroTurf hockey pitch is such a fantastic asset for the school and presents opportunities for students to improve their game and learn about the sport from the Wimbledon Club. As a BECSLink Community school, this initiative underlines our strategy to forge partnerships with the local community. It puts us on the map as a community school and garners interest in hockey.”
Paul Knowles, Head of Junior Hockey, the Wimbledon Club, says “We’re over the moon that the AstroTurf pitch is now open and our members have already been enjoying the new facility. Our partnership with Raynes Park High School secures the club’s long-term future use of a world class pitch. With 20 international players and 10 Olympians, this is a much-needed facility for our elite players as well as our wider membership. The extended hours of use all year round provides the base for expanding our junior programme and enables us to inspire more local children to take part in the sport.”
Crista Cullen, MBE, Olympic gold medal field hockey player and a member of the Wimbledon Club, says “As part of the women’s Great Britain squad at the Rio Olympics, we agreed that our team’s aim was to inspire the next generation. This impressive new pitch not only provides a much needed world-class surface, but is also a venue to inspire local children to enjoy the sport supported by our team of international players and coaches from Wimbledon.”
Next year the Wimbledon Club will offer coaching to students at the school with the aim of developing their long term love of the sport. The club has already been supporting the school by providing inspirational coaches and players to attend school events and donating new hockey sticks.
The new AstroTurf pitch provides a new venue to expand the Wimbledon Club’s schools outreach programme. The pitch is predominantly being used for hockey, although it can be used for other sports such as football using temporary football marks which can be brushed off.

About Raynes Park High School
Raynes Park High School is a co-educational comprehensive school which educates over 1,000 pupils, aged 11 to 19. It became the first state school to be an accredited Tim Henman Foundation BECSLink Community in March this year. The school is working alongside national and local Merton businesses, education charities, and sports and arts organisations to provide outstanding resources and learning opportunities for young people. This offers students and teachers not only from the school, but also other local schools the opportunity to develop new skills and interests.

About The Wimbledon Club
The Wimbledon Club, founded in 1883, is one of the world’s oldest hockey clubs. It is a section of the multi-sport Wimbledon Club. Wimbledon is one of the largest and most successful hockey clubs in the country with both the men’s and women’s teams fielding multiple current Great Britain internationals. The club has also recently started working more widely in the community with a schools outreach project, which to-date has bought hockey to 2,000 local Merton state school children.


Young adult novel The Year I Didn’t Eat by Samuel Pollen will be launched by ZunTold Publishing in March 2019, as part of their new Fiction as Therapy arm, and coinciding with charity Beat’s Eating Disorders Awareness Week.
Drawing from author Pollen’s own personal experience of anorexia, The Year I Didn’t Eat brings to market a brand-new voice in the YA fiction world. Ideal for fans of John Green, Holly Bourne and James Dashner, this is Pollen’s debut title.
Focussing on 14-year-old protagonist Max, the novel is an uplifting story showing the highs and lows of life with an eating disorder, and the effect on family and friends as well as the individual.
Published by the new Manchester-based publishing house ZunTold, The Year I Didn’t Eat will be the first novel in the publisher’s new Fiction as Therapy division. Working closely with mental health professionals, Fiction as Therapy will be publishing a tranche of new titles with therapeutic value, with an aim of supporting young people and their mental health. The Fiction as Therapy offering will also be supported with guided reading resources for educators and mental health professionals.
Founder and MD Elaine Bousfield has a strong background in mental health and counselling, successfully running and selling XenZone Ltd in 2017.
She said: “I’m absolutely delighted to be publishing The Year I Didn’t Eat this spring. Sam is a brilliant writer and is really bringing something new and vital to the YA market.
“Men’s and boy’s mental health has been hitting the headlines over the past year, so it’s so important to address these issues and help young people to talk about their problems. Our Fiction as Therapy series will hopefully help do just that, and support young people with their own voyage of discovery.”
The Year I Didn’t Eat is available from 1st March 2019, £7.99, 9781999863357.

Together, Prowise and Wizenoze increase the relevance of the internet in the classroom

Birmingham – Wizenoze and Prowise join forces. With the collaboration, Prowise enables users to gain access to The Web for Classrooms, through the free education software Prowise Presenter. This innovative technology provides relevant, reliable and readable online information that is suitable for an educational environment and offered at the appropriate level for students.

The Web for Classrooms will be fully integrated in Prowise Presenter 10. This entirely free education software is already packed with content and interactive possibilities for teachers (instruction), groups (collaborative learning) and students (processing). With the integration of The Web for Classrooms in Presenter, teachers and students gain access to a more relevant source of online information for preparing their lessons or presentations. The technology, based on artificial intelligence, aligns the relevance of the information retrieved from the internet with the demands of the users in the education sector.

Complete education software
Presenter 10 is currently available as beta version and is the latest version will be presented to the public during the Bett in London, the world’s largest education convention. From April 2019 onwards, the latest version of the education software (including The Web for Classrooms) will be available in The Netherlands, England and Belgium. With the education software, teachers and students use images, videos, tools, Touch Table tools and 3D models, as well as ready-made education strands, quizzes and mindmaps.

International development
Both parties are enthusiastic about the opportunities that accompany this collaboration. Diane Janknegt, founder of Wizenoze, is ecstatic about the prospect that now hundreds of thousands of teachers can start using The Web for Classrooms, a source of online information especially fitted for use in the classroom. “With this platform, users can retrieve online information to strengthen their lesson or presentation. It is time efficient and students get better grades. Prowise has now given us the opportunity to rapidly develop The Web for Classrooms on an international scale.”

Appealing to schools
“The integration of The Web for Classrooms” makes our free education software Prowise Presenter 10 even more complete”, director Michael Ahrens adds. “Presenter runs perfectly on our hardware devices such as Prowise Touchscreen, Chromebooks EduLine, All-in-One PC and EduBook 360. Moreover, it plays an integral role in our online learning environment Prowise GO for teachers (instruction) and students (collaborative learning and processing). This makes the interactive Prowise solution extra appealing to schools.”

About Wizenoze:
Wizenoze was founded in 2013 by Diane Janknegt (previously at Microsoft) and Prof. Dr. Theo Huibers (Twente University). Their goal is to make quality content available for students, adolescents, functionally illiterate and anyone who enjoys acquiring readable information. This disruptive technology is developed by an international team of teachers, scientists and developers, specialised in language technology, search engine technology and artificial intelligence. Since 2018, Wizenoze has become a player on the international stage.

About Prowise:
Prowise is a leading global company that invests in innovation, quality and reliability in the field of digital learning solutions. By developing their own touchscreens, tablets and user-friendly software, Prowise makes learning more accessible, effective and enjoyable. In 2017, Prowise was awarded the golden FD Gazellen Award (region South in the category large companies) as one of the fastest growing companies in the Netherlands. The Budel-based company, that has only been operational for 9 years, recorded an average revenue growth of 151% over the past three years. Today, over 20,000 schools, 300,000 teachers and hundreds of businesses in over 21 countries use the Prowise solutions.

For more information, please feel free to contact:

Edith Kwaspen, Marketing Manager
Mobile: +31 623044823
General +31 (0) 495 49 71 10

Marlou van Winkel, Marketing Specialist UK
Mobile: +31 613156946
General +31 (0) 495 49 71 10