Latest / Financial Planner Life Podcast / Helping you to pass your R0 exams - Shannon Fox

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Helping you to pass your R0 exams - Shannon Fox · Financial Planner Life Podcast

• 0:04
  SPEAKER_00: Hi, and welcome to the Financial Planner Life Podcast, where we talk to professionals at various stages in their career about what it's like working in the wonderful world of financial planning and financial advice.
• 0:17
  SPEAKER_00: This podcast is proudly sponsored by Recruitment, focused on the financial set of.
• 0:25
  SPEAKER_00: We have a new spectacle within the financial planning industry.
• 0:29
  SPEAKER_00: So check out their website, like the top opportunities, and blog articles.
• 0:51
  SPEAKER_00: She spent a number of years working in secondary school education, teaching mathematics, and very recently took a plunge into adult learning during COVID of all times.
• 0:59
  SPEAKER_00: And to achieve a level four deployment regulated financial planning, working towards level six, and co-led the launch of Lowe's Financial Academy.
• 1:08
  SPEAKER_00: And today she tells us all about the Financial Academy, who it's for, and how you can benefit from using their services to pass your RO exams and to become a level four qualified financial planner.
• 1:20
  SPEAKER_00: I hope you enjoyed it.
• 1:21
  SPEAKER_00: Shannon, thank you for joining me today on the Financial Planner Live podcast, all the way from the Northeast.
• 1:26
  SPEAKER_01: Yes, hello.
• 1:27
  SPEAKER_00: How are you doing, right?
• 1:28
  SPEAKER_01: Yes, I'm good.
• 1:28
  SPEAKER_01: Thank you.
• 1:29
  SPEAKER_01: How are you?
• 1:30
  SPEAKER_00: Very good, thank you.
• 1:31
  SPEAKER_00: Very, very good.
• 1:32
  SPEAKER_00: Um, so Shannon, today you're here to tell us a little bit about Lowe's financial academy, aren't you?
• 1:37
  SPEAKER_00: And what you're doing in respect to helping the next generation and some of the existing people within financial planning get through some of those tough qualifications through the CII.
• 1:48
  SPEAKER_01: Yeah, maybe focusing on the level four diploma at the moment.
• 1:51
  SPEAKER_00: Focusing on the level four diploma at the moment.
• 1:53
  SPEAKER_00: Okay, great stuff.
• 1:54
  SPEAKER_00: Because your background is quite interesting.
• 1:55
  SPEAKER_00: Let's get into that first of all, actually, because you're not from a financial planning background, are you?
• 1:59
  SPEAKER_01: No, not originally.
• 2:01
  SPEAKER_00: Tell us a little bit about then.
• 2:02
  SPEAKER_00: How did you manage to transfer across to becoming a trainer within financial planning then?
• 2:06
  SPEAKER_01: So, uh, my background is I am actually a trained maths teacher.
• 2:10
  SPEAKER_01: So from Latin Sixth Form, I first followed an undergraduate degree in law, worked a little bit in that for barely a few months, wasn't enjoying it in the slightest.
• 2:21
  SPEAKER_01: Went back to university, retrained as a maths teacher, worked as a maths teacher for the next few years.
• 2:28
  SPEAKER_01: Um it was at that point that I met Helen, who is also um leads the academy with me.
• 2:35
  SPEAKER_01: So me and Helen have built the academy up, and we are both the trainers that work at the academy.
• 2:42
  SPEAKER_01: So we had the classrooms next door to each other, so we were both maths teachers.
• 2:46
  SPEAKER_01: Um and Helen already knew Ian Rose, our management director, and he had approached her with the idea of I'd really like to set this academy up and need people who I know can teach and can explain things, and they're also confident, you know, getting up and speaking in front of people because people might have the knowledge, but not everybody likes doing that.
• 3:11
  SPEAKER_01: So it was finding the people who are who are happy to do that.
• 3:15
  SPEAKER_01: Um, Helen approached me and said, What do you think?
• 3:18
  SPEAKER_01: Should we give it a go?
• 3:19
  SPEAKER_01: So it was at that point that we started sitting our exams, um, obviously because we needed to be qualified in order to be able to teach the content.
• 3:28
  SPEAKER_01: And then it was after we became qualified that we then took the plunge to make teaching officially and start working at at Laws and build that academy up.
• 3:38
  SPEAKER_00: Very interesting.
• 3:38
  SPEAKER_00: So working in the teaching profession, what age were the what age were the kids?
• 3:42
  SPEAKER_01: Um, so age 11 to 16, so it was secondary school.
• 3:46
  SPEAKER_01: Um, I was qualified to do E level as well, but the the school that I happened to work in didn't have a six-bomb, so meaning 11 to 16.
• 3:55
  SPEAKER_00: So, yeah, if you can train 11 to 16 year olds to understand GT to watch GTST level mathematics, isn't it?
• 4:01
  SPEAKER_00: You can certainly try and get people to understand financial planning.
• 4:04
  SPEAKER_00: But you're you yourself then thought, right, I'm going to take that plunge from teaching into financial planning.
• 4:09
  SPEAKER_00: Now, we know really there isn't a huge amount of information out there discussing and sort of shining a light on the financial profession, the financial planning professional specifically, isn't it?
• 4:18
  SPEAKER_00: So why I set the podcast up to kind of interview people to talk about the the realities of working in the role.
• 4:23
  SPEAKER_00: So when she turned around to you, Helen said, you know, would you be interested in becoming a trainer within financial planning?
• 4:29
  SPEAKER_00: What was your first thoughts?
• 4:31
  SPEAKER_01: First of all, I thought, wow, this sounds like a huge opportunity and an endless opportunity that we can that were going, you know, make something really good out of this.
• 4:41
  SPEAKER_01: But then, like you see me, my next step then was to go away and actually think about like what actually is this?
• 4:47
  SPEAKER_01: Um, you know, everyone's heard of financial advice, but I think usually when people say I work in finance, you automatically think of accountancy.
• 4:56
  SPEAKER_01: Not many people, you know, go down the planning route when you initially um think of that.
• 5:02
  SPEAKER_01: And I think another thing that is a common misconception is that it's purely just investments, um, but obviously it was then finding out that actually it could be advising on pensions, um, you know, tax planning, inheritance tax.
• 5:18
  SPEAKER_01: Before I did you know my exams, I had no idea that you could end up paying inheritance tax, even though you've been paying tax your whole life.
• 5:27
  SPEAKER_01: That was something that was absolutely new to me.
• 5:29
  SPEAKER_01: So it was finding out all of these, all of these new things, and that I then start to pay the need to pass on to people.
• 5:36
  SPEAKER_01: I know.
• 5:37
  SPEAKER_01: So I was saying to my mum, did you know if you don't start planning seven years in advance?
• 5:41
  SPEAKER_01: You could end up paying tax again.
• 5:43
  SPEAKER_01: And it was all of these things that were absolutely brand new to me.
• 5:47
  SPEAKER_00: Okay, cool.
• 5:48
  SPEAKER_00: So were you doing that study alongside your full-time job as a teacher?
• 5:53
  SPEAKER_00: Yes.
• 5:55
  SPEAKER_00: You have a lot, you have a lot of homework markets, actually.
• 5:58
  SPEAKER_01: It was, it was, it was a very tough year, but we knew it was a means to an end.
• 6:04
  SPEAKER_01: So you know, I was working like you see a teacher as a um a lot of hours and a lot of hard work.
• 6:12
  SPEAKER_01: We were managing the time into that.
• 6:14
  SPEAKER_01: We sat in the exam every time we had holidays or every half term or every, you know, like Easter and what have you.
• 6:21
  SPEAKER_01: We were using that time to do the exams.
• 6:24
  SPEAKER_01: The studying was obviously having to be done on weekends and on weeknights.
• 6:29
  SPEAKER_01: So we spent our time meeting up regularly and revising together.
• 6:35
  SPEAKER_01: And it was then that we realized that the academy needed to provide an area where people could come together as a group because I quickly learned that I can't revise on my own.
• 6:48
  SPEAKER_01: If I'm left to do it on my own, I won't do it.
• 6:52
  SPEAKER_01: I would sit and read the same page five times and think, I am still not taking this in.
• 6:58
  SPEAKER_01: And it's not until I'm given the opportunity to talk it through with someone that it actually clicks.
• 7:05
  SPEAKER_01: And I know that I'm not alone in that.
• 7:07
  SPEAKER_01: Um so that's why we built the academy on how have we managed to do it and how would how what would we have found useful when we were studying?
• 7:17
  SPEAKER_00: Okay, so when you were actually studying towards that then and you guys were coming together and helping each other, did you engage externally with any trainers or did you use the training material that was provided by the CII?
• 7:30
  SPEAKER_01: Um, no, we basically just used the textbook and then worked together.
• 7:34
  SPEAKER_01: We did attend, I think we attended a revision DA for R06.
• 7:41
  SPEAKER_01: And that was the only one where we used it and another training provider.
• 7:47
  SPEAKER_01: Um, but other than that, no, we just had the textbook and each other.
• 7:52
  SPEAKER_00: So anybody listening right now who's thinking about taking those qualifications from the R01s to R06, and they're thinking about using the study material that comes directly from the CII, you've gone through the process and you've looked at it and you've learned what works, what doesn't work when you take that approach.
• 8:06
  SPEAKER_00: What advice would you give to them?
• 8:07
  SPEAKER_00: What would you say to them?
• 8:09
  SPEAKER_01: My advice would be um, if you are, you know, just using the CII textbook, is to make sure that you are taking notes, that you're not just sitting reading.
• 8:20
  SPEAKER_01: You need to actually be doing something for your for your brain to remember, otherwise it's it's just gonna go in, and then the next day you're gonna have forgotten what you've read.
• 8:31
  SPEAKER_01: Another good tip as well is to make revision flashcards.
• 8:36
  SPEAKER_01: So from once you've you know completed the textbook, you've read it, you've made your notes, I would then be going to your notes, and rather than just reading your notes, make flashcards from the notes.
• 8:50
  SPEAKER_01: So you are then doing something with the information again, and then use those flashcards to repeatedly ask yourself the questions.
• 8:58
  SPEAKER_01: If you know the answer straight away, put that card on one side, you know that you didn't struggle recalling that fact.
• 9:05
  SPEAKER_01: Anything that you've hesitated on or you didn't know, you keep asking them once over and over and over, and eventually that second pile will get smaller and smaller and smaller.
• 9:16
  SPEAKER_00: So break it down into sort of those manageable chunks and learn it that way.
• 9:19
  SPEAKER_00: That's a really good bit of advice, actually, because I'm starting to do a qualification around um counselling, and I'm sort of dreading the actual reading of the books themselves and having to kind of remember the information.
• 9:29
  SPEAKER_00: So for me, that's a really useful tip as well, actually.
• 9:31
  SPEAKER_00: So having a stack of them, going through a stack of them, as you learn as you go along, build a stack of ones that you know, or continue working through the ones that you don't know.
• 9:40
  SPEAKER_00: Perfect.
• 9:41
  SPEAKER_00: But you decided, right?
• 9:42
  SPEAKER_00: Well, okay, we're going to do the financial qualifications with the RO, the RO do the CIR, we'll get through that to level four, and then I'm going to step across into training other people to go through those RO qualifications.
• 9:54
  SPEAKER_00: You and Helen came together with Ian and you set up the academy there at Lowe's financial management.
• 10:00
  SPEAKER_00: So it's called the Lowe's Financial Academy.
• 10:02
  SPEAKER_00: That's what you guys have now set up.
• 10:04
  SPEAKER_00: So, how long has that been going for?
• 10:06
  SPEAKER_01: So we officially launched our first course in October 2020.
• 10:10
  SPEAKER_01: So we are still pretty new.
• 10:13
  SPEAKER_01: When we first launched, we only did the R02 course, and at each um following launch, we've added a course on.
• 10:22
  SPEAKER_01: So now we are at the stage where we are delivering courses for R01 through the R04.
• 10:29
  SPEAKER_01: We do have a course for R05, but we run that slightly differently.
• 10:34
  SPEAKER_01: So for R01 and R04, um, those are live courses where we are given weekly workbooks out.
• 10:42
  SPEAKER_01: That those workbooks we've gone through the CII textbook for every single one of the of the courses, and we've picked out what we know are the key points because there is a lot in there that is just there for information.
• 10:56
  SPEAKER_01: So we've broken it down into the key points.
• 10:59
  SPEAKER_01: We've wrote it in user-friendly language.
• 11:01
  SPEAKER_01: Um I don't know if you've ever picked up the CII textbook, but it's not the easiest ways.
• 11:06
  SPEAKER_01: Um, so we have broken it down and made the language a bit more easy to understand, especially for those people who aren't already in financial services and might not understand the terminology.
• 11:16
  SPEAKER_01: But not only have we included the written, we've put activities in there as well.
• 11:22
  SPEAKER_01: And like I said earlier, unless you are doing something with the information you're reading, you're not going to retain it.
• 11:28
  SPEAKER_01: So that's why we've made sure we've got activities throughout so that actually you've got to do something with that information that you are being given, and that's going to help cement that in your mind.
• 11:39
  SPEAKER_01: When we then come to the webinar, so for the live courses, we do a weekly webinar.
• 11:45
  SPEAKER_01: We keep those groups quite small, um, maximum sort of 12 to 13, just because we found that once they got bigger, they sort of lost that personal touch, and people weren't as willing to get themselves involved in the session.
• 11:58
  SPEAKER_01: So the smaller the group, the better.
• 12:01
  SPEAKER_01: We go through the key points, we discuss the answers to the activities, we do exam practice on every single session so they get plenty of they get used to what the questions look like and how they are worded, and also get the have discussions with their peers as well, as well as us as tutors, and address any misconceptions that they have.
• 12:25
  SPEAKER_01: So it's it's very interactive and very dynamic.
• 12:29
  SPEAKER_01: That's R01 R0 for what we do for R05, um, because we found that there wasn't really as much need to be having a weekly webinar for R05.
• 12:43
  SPEAKER_01: So instead, for that one, what we offer is you've got two stages where it's still got the reading materials for the workbooks that we've designed, you've still got the activities, um, but you get answer sheets for those to go back to.
• 12:56
  SPEAKER_01: And instead of having a weekly group session, you are entitled to a one-to-one session at the end of each stage with either myself or Helen, where we then talk through everything that you've read, just because we found that there wasn't really that much need for a 12-week course like there was for RV1 and R04.
• 13:18
  SPEAKER_00: Okay, cool.
• 13:19
  SPEAKER_00: Out of interest, what order did you take your ROs in personally?
• 13:25
  SPEAKER_01: I did them in the order that the course, R01 to R06.
• 13:30
  SPEAKER_01: If I was going back, and this is what we recommend people to do now, I would start with R02, which is the investment principles and risk course.
• 13:42
  SPEAKER_01: Um, the reason being R02 gives you a strong understanding of the different asset classes, it goes into you know different um products, so your collected funds, your insurance bonds, all that kind of stuff.
• 13:59
  SPEAKER_01: And it's a bit more interesting if you just start it out.
• 14:03
  SPEAKER_01: If you are brand new, you know, you maybe it's not working in financial services yet, maybe you just want to get one of the exams done so that it looks good on your CD.
• 14:14
  SPEAKER_01: I would not recommend that person start with R01 because they are going to look at that and think, oh my god, I don't want to work in financial services.
• 14:22
  SPEAKER_01: This is really, really boring.
• 14:25
  SPEAKER_01: Because R01 is all just about regulation and ethics.
• 14:29
  SPEAKER_01: Obviously, it's extremely important.
• 14:31
  SPEAKER_01: Everybody needs to know what um what's expected of them, but it's not the most exciting one.
• 14:39
  SPEAKER_01: And if you want to attract people in the profession, you want to start with R02, which is which is about your shares and your investments and and all that, which is the exciting stuff that you're going to be working with on a daily basis.
• 14:51
  SPEAKER_00: So the exciting and interesting part is a really good point, actually.
• 14:54
  SPEAKER_00: You know, a lot of companies you know I've dealt with over the years tend to put people through the qualifications starting at R01.
• 15:00
  SPEAKER_00: Um, and it is a slog, isn't it?
• 15:02
  SPEAKER_00: You know, I did the FBC one back in the day, um, and that was the same, all the regulations and everything.
• 15:09
  SPEAKER_00: And I was just terribly bored of that.
• 15:11
  SPEAKER_00: And I think the training and the sort of teaching that I had was tape-based.
• 15:14
  SPEAKER_00: So I'd be walking to work with a tape, like a walkman listening to listening to the FPC guy speak, you know, talk through the book.
• 15:23
  SPEAKER_00: Oh my god, this is like financial services as well.
• 15:28
  SPEAKER_00: But it it's it's a slug, it's not very sexy, is it?
• 15:30
  SPEAKER_00: It's not very interesting.
• 15:31
  SPEAKER_00: Like you want to make people get excited about it and think, wow, this is going to be amazing.
• 15:35
  SPEAKER_00: I want to learn about the regulative side because I want to be able to do the job.
• 15:39
  SPEAKER_00: Yeah.
• 15:39
  SPEAKER_00: Um, yeah, almost like an introduction, isn't it?
• 15:42
  SPEAKER_01: Some people start with R05 as well, um, purely to build the confidence up because let R05 is a level three exam, whereas the rest of them that make up the diploma are level four.
• 15:54
  SPEAKER_01: Yeah.
• 15:55
  SPEAKER_01: But if it was someone who was maybe hadn't, you know, had been out of studying for a while and was maybe a little bit worried about starting the exams again, R05 might be a good starting point because it is a little bit easier, it doesn't get quite into the as technical and nitty-gritty as the other ones do, and that might help build someone's confidence up because if they pass down, they'll think, oh, right, well, there's the first turn of done, and then they'd be ready to move it in the level four.
• 16:22
  SPEAKER_01: So this it doesn't really need to be sat in any order.
• 16:25
  SPEAKER_01: Um, I know someone personally who has sat R04, which is the pensions exam, but has no intention of sitting any of the other ones.
• 16:36
  SPEAKER_01: Purely sat that one because it was relative to her job and she wanted to understand a little bit more.
• 16:42
  SPEAKER_01: So you don't have to have done, you know, R01 or R02 before the bank of the list, but yeah.
• 16:48
  SPEAKER_00: So let's talk about some of the people that come through your academy then.
• 16:51
  SPEAKER_00: So you've been running since 2020, you said, didn't you?
• 16:54
  SPEAKER_00: Yes.
• 16:55
  SPEAKER_00: Yeah, so straight in the pandemic, then you know, you had an idea that we're probably gonna wait, you say you had an idea, didn't you?
• 17:01
  SPEAKER_00: That you were going to be running it from an office face to face, and then you were thrown into online, yeah?
• 17:05
  SPEAKER_01: Yeah, so before we left our teaching job and before we, you know, made that move to come and work for Laws, um, the idea was that we were going to have a classroom and we were going to be um targeting people obviously in the northeast who were close by to be able to be on day release from their job or whatever and come in for an afternoon a week and work with us.
• 17:29
  SPEAKER_01: Obviously, then the pandemic hit, and we thought, oh my god, that plan is not going to work.
• 17:34
  SPEAKER_01: What are we going to do?
• 17:36
  SPEAKER_01: And then we discovered Zoom, which I'm sure I'm not alone in that I had never heard of Zoom before the pandemic, had never used obviously everyone had heard of Skype, um, but I had never heard of Zoom.
• 17:50
  SPEAKER_01: And it was then that we realized that actually our plans did not need to go on hold, and actually it was going to be better because we could market the academy to a much wider audience.
• 18:02
  SPEAKER_00: And that happens.
• 18:03
  SPEAKER_00: You found that sort of you were pulling in uh sort of candidates for the Academy from all over the UK?
• 18:09
  SPEAKER_01: Yeah, yeah, absolutely.
• 18:10
  SPEAKER_01: We've had people from Ireland on our course, we've had people from London, we have had local people as well, but the majority have been all over Scotland.
• 18:20
  SPEAKER_01: We've actually got someone on a course at the minute who is from Canada because his wife is from Liverpool and they're looking uh relocated back to Liverpool, so he wants to get his UK qualifications.
• 18:31
  SPEAKER_01: And if the Academy hadn't went virtual, we would never have been able to make those connections.
• 18:38
  SPEAKER_00: You've you've obviously taught face-to-face, albeit 11 to 16-year-olds.
• 18:41
  SPEAKER_00: Do you think there's a massive difference though with learning through Zoom than learning face to face?
• 18:46
  SPEAKER_00: And is there a certain type of candidate that comes to the academy that might not benefit as much as, say, um, somebody that learns well that way?
• 18:54
  SPEAKER_01: It it depends.
• 18:55
  SPEAKER_01: Um, like I see, we try to keep the group small.
• 18:58
  SPEAKER_01: We have run revision sessions with more people on as a trial to see if it works.
• 19:04
  SPEAKER_01: And when it gets to that, there's too many people on, that's when it doesn't work.
• 19:09
  SPEAKER_01: Um, because it's more likely that people will not want to put their cameras on.
• 19:13
  SPEAKER_01: People are less likely to get involved and have the mic on, and then it just becomes electric where I am just lecturing about a topic to faceless black boxes down the side of the screen, and then that doesn't work, and you need to have people interact with.
• 19:34
  SPEAKER_01: We found that keeping the group small to 12 to 13 people actually still creates that classroom environment.
• 19:42
  SPEAKER_01: And it's quite funny because obviously we are working with people for 12 weeks at a time.
• 19:47
  SPEAKER_01: By the end of the 12 weeks, I feel like I know those people who have been on the course really well.
• 19:53
  SPEAKER_01: We start to chat about things that aren't always to do with the course, and we learn things about each other just as if they were in the room, and then it's really funny because you think, I've never met this person.
• 20:05
  SPEAKER_01: Um, you know, would I recognise them if I walk walk past them on the street?
• 20:09
  SPEAKER_01: I'd hope so.
• 20:10
  SPEAKER_01: Um, but it is a little bit strange in that sense, but that's why we keep it small so that we can still create that classroom environment.
• 20:19
  SPEAKER_00: I think that's important to me if I was going to do something like that.
• 20:21
  SPEAKER_00: I wouldn't want to be a face in the crowd just because you're trying to cram as many people as you can in as possible and make as much money.
• 20:26
  SPEAKER_00: The feeling that you were making it smaller and more intricate and more uh personal would would really, really work for me because it would again give me that confidence to be able to speak up when need be.
• 20:35
  SPEAKER_00: Um, so how small is the small group?
• 20:37
  SPEAKER_00: So if someone was thinking about joining you guys and getting their qualification training through you, how many people do they expect to be in a group with?
• 20:43
  SPEAKER_01: The maximum that we allow on a on a live course at the time is 12 to 30 at an absolute push.
• 20:52
  SPEAKER_01: Once we get to that, we would see that that course is full.
• 20:55
  SPEAKER_01: However, not everybody attends the live sessions at the same time.
• 21:00
  SPEAKER_01: We have some people, because we do record all of them because we know that you know sometimes you might have a meeting that you can't get out of or child care issues or what have you.
• 21:10
  SPEAKER_01: So we record them all.
• 21:11
  SPEAKER_01: So we tend to not always have 100% attendance, and we usually have a maximum of around eight people attending live, and then the rest of the people sort of dipping in and out and watching the recordings.
• 21:25
  SPEAKER_00: So let's say for each, I'm just gonna delve a bit deeper on like things like this because I think it's in the back of people's minds when they're thinking about getting training.
• 21:33
  SPEAKER_00: It's just how much training they get, how many hours is that?
• 21:37
  SPEAKER_00: How much are they gonna learn when they're in the doing lessons, how much homework and all of that?
• 21:41
  SPEAKER_00: So I think it's important because people think about it tend to have the confidence to ask.
• 21:47
  SPEAKER_00: When you do the qualifications, the RA to R I think people that through the world, uh going through.
• 22:00
  SPEAKER_00: Yours helps people progress through the qualifications quicker than say doing it on their own.
• 22:05
  SPEAKER_00: Is it, you know, is it proven?
• 22:06
  SPEAKER_00: Do you know that?
• 22:08
  SPEAKER_01: It varies.
• 22:09
  SPEAKER_01: I mean, obviously, like I say, we run the courses for 12 weeks at a time, and that is per unit.
• 22:14
  SPEAKER_02: Right.
• 22:15
  SPEAKER_01: So if you were enrolling on one at a time, it's going to take you, you know, maybe two years to do the full diploma.
• 22:24
  SPEAKER_01: Some people are happy with that because they want to take the time and they want to make sure that they're not putting themselves under too much pressure, and they want to be able to really make sure that they really understand everything on that one course.
• 22:38
  SPEAKER_01: But on the other hand, we have people that enroll on more than one at a time.
• 22:42
  SPEAKER_02: Right.
• 22:43
  SPEAKER_01: So we've got someone at the moment who did R01 and R02 on our September intake, and then they passed them.
• 22:52
  SPEAKER_01: And then now they've enrolled on R03 and R04 in our January intake.
• 22:58
  SPEAKER_01: R05 won't probably take too long after that.
• 23:02
  SPEAKER_01: And then it'll just be about whenever the next available R016 is.
• 23:06
  SPEAKER_01: So he'll probably be looking at managing to get through them in maximum a year by the time they've done R06.
• 23:14
  SPEAKER_00: Cool, that's interesting.
• 23:15
  SPEAKER_00: Some people are just very good at studying, aren't they?
• 23:18
  SPEAKER_00: And sort of managing multiple subject matters.
• 23:20
  SPEAKER_00: And I think not everybody's like that.
• 23:22
  SPEAKER_00: So it's suitable for some or suitable for the other.
• 23:24
  SPEAKER_00: I was just asked though, within that 12, like you said it's 12 weeks, right?
• 23:28
  SPEAKER_00: Each module 12 weeks.
• 23:29
  SPEAKER_00: Is that like one session per week?
• 23:33
  SPEAKER_00: Uh what do you yes?
• 23:35
  SPEAKER_01: So at the start, we'll have an introduction, we'll explain, you know, how the cost is going to run.
• 23:40
  SPEAKER_01: Then you are issued your first week of read material.
• 23:44
  SPEAKER_01: You'll complete that week of read material, and then there'll be a webinar the following week.
• 23:48
  SPEAKER_01: And it goes on like that.
• 23:50
  SPEAKER_01: Once we get to week six, at that point we have a week where we go over what we've covered so far.
• 23:58
  SPEAKER_01: So we touch base with what we've done.
• 24:00
  SPEAKER_01: We do a live mid-course mock, um, where you know they're getting instant feedback, we're explaining what the answer should have been, if they got it incorrect.
• 24:09
  SPEAKER_01: They send us their answer sheet in and we give them some personalized feedback to help them identify maybe which work group they need to go back to and have another little look at.
• 24:19
  SPEAKER_01: So that week six is a little bit of a break, and let's see how you're doing so far.
• 24:25
  SPEAKER_01: Then we have another five weeks of new content, and then on the 12th week, we'll have a revision session where we go over everything from start to finish.
• 24:34
  SPEAKER_01: So it's 10 weeks of learning content and two weeks where you go about all the stuff.
• 24:41
  SPEAKER_00: You mentioned there about things like the mock exams and and and whatnot, um, mock cases.
• 24:47
  SPEAKER_00: Do you you sort of provide those online?
• 24:51
  SPEAKER_00: Are they are they provided within the cost of the course?
• 24:54
  SPEAKER_00: Do you have to pay extra for like uh mock tests?
• 24:57
  SPEAKER_00: How does that work with you guys?
• 24:59
  SPEAKER_01: So uh that mid-course mock, we do that via Zoom.
• 25:03
  SPEAKER_01: So that is live where we'll be putting the questions up and they will answer them as we go along.
• 25:08
  SPEAKER_01: Um, so that's how we do the mid-course one.
• 25:11
  SPEAKER_01: At the end, we do a similar thing um in week 12, covering everything from start to finish.
• 25:17
  SPEAKER_01: But that one we're not going to ask what mark they got, or it might not even be just the hundred questions.
• 25:22
  SPEAKER_01: Sometimes we have more because we want to cover as much as possible.
• 25:26
  SPEAKER_01: But we also provide revision materials in that last week as well, whereby they get two mock exams for them to do in their own time, and they also get revision flashcards that we bought as well to use.
• 25:40
  SPEAKER_00: And do you yourself and Helen, do you sit the exams as well each time a new exam comes out?
• 25:46
  SPEAKER_00: Or do you tend to just sort of that's it for you now, exam wise?
• 25:49
  SPEAKER_00: Do you have a kind of thing?
• 25:50
  SPEAKER_01: At the moment, at the moment we are focusing on getting our fellowship.
• 25:55
  SPEAKER_01: Um so that's the focus at the moment.
• 25:56
  SPEAKER_01: Helen has just to change her level six.
• 25:59
  SPEAKER_02: Nice.
• 25:59
  SPEAKER_01: Um, unfortunately, I was on, well, I see unfortunately, um I was on holiday on the dates of the last um EF settings.
• 26:08
  SPEAKER_01: So my last EF exam is actually in two weeks' time.
• 26:13
  SPEAKER_01: So fingers crossed, I should have my level six after that.
• 26:16
  SPEAKER_01: Um then we've just got a couple of other exams to fill in the gaps for fellowship.
• 26:22
  SPEAKER_01: And then I think once we've achieved that, we'll then go back to redoing the level four exams and making sure that we keep up to date um with with the types of questions that they're asking.
• 26:36
  SPEAKER_01: We do, because obviously we have members of staffing about those who are sitting in their exams, we do have a chat with them as soon as they come out of their exam and get them the say it right.
• 26:45
  SPEAKER_01: Are our questions that we're asking in our courses, do they set you up for their exam?
• 26:50
  SPEAKER_01: Are they the right type of questions?
• 26:53
  SPEAKER_01: And the majority of the time, the senior the questions that you're brought are exactly how they are worded in the exam.
• 26:58
  SPEAKER_01: So we do keep in touch with what's going on.
• 27:02
  SPEAKER_00: So it's as close to the exam as it could possibly be to give them the best chance of going in there and not being absolutely shocked when they sit down with the questions again.
• 27:09
  SPEAKER_01: I think obviously we can never predict what's going to come up, we can tell them how the learning outcomes are weighted, and we can try and cover as many different variations of questions as possible, but we're never going to be able to practice it absolutely every question because sometimes you know the exam that you get will have completely different questions on the exam that the person sitting next to you gets.
• 27:32
  SPEAKER_01: Um, I think R03, everyone everyone always wants me to be able to tell them how many calculation questions they're going to have.
• 27:41
  SPEAKER_01: And it's not something that we can predict.
• 27:43
  SPEAKER_01: I had a couple who were on an RO3 course, they sat their exam the same day.
• 27:48
  SPEAKER_01: He only had two calculation questions, and her exam was very calculation heavy.
• 27:53
  SPEAKER_01: So it we can't predict it, but all we can do is try and make sure you've had enough practice so that you can tackle anything that comes up.
• 28:02
  SPEAKER_00: So running an academy is quite a time-consuming, costly thing to do.
• 28:07
  SPEAKER_00: And within the financial planning profession, there are a huge amount of small to medium enterprises as well, aren't there?
• 28:13
  SPEAKER_00: Um small little financial planning firms are going to be growing.
• 28:16
  SPEAKER_00: And I see more of that happening.
• 28:18
  SPEAKER_00: I genuinely believe we're in a very much of a good start-up phase within uh within the financial planning profession because of the all of how the business and the technology and everything better support people nowadays.
• 28:29
  SPEAKER_00: So we're only gonna get more and more and more.
• 28:30
  SPEAKER_00: But I think companies want to grow and the staff becomes left and left and left around there, they're buying for the talent, aren't they?
• 28:37
  SPEAKER_00: So they're gonna have to start thinking about well, how am I gonna bring more people on the experience?
• 28:44
  SPEAKER_00: How am I gonna train the development support once I'm trying to write?
• 28:48
  SPEAKER_00: So how do we the vital part of helping the professional grow and attracting the talent stuff for them to without attracting people from the professional teacher, for example, like the financial planning professional people my whole life, I couldn't afford the financial planning professional people and really talking about people who have to go to cost.
• 29:23
  SPEAKER_00: I think the training and the education piece lends itself beautifully to the financial planning profession.
• 29:29
  SPEAKER_00: But being an academy that's attached to a financial planning firm or part of the group that might put a few firms off sending their staff to you.
• 29:40
  SPEAKER_00: What would you say in that situation?
• 29:41
  SPEAKER_01: Yeah, and I mean one of the things that we we really want to get across is that this academy is not seen to be something that um our managing director wants to be making him a huge profit.
• 29:54
  SPEAKER_01: He actually sees it as a social responsibility, and we want to be able to help those small and medium firms who, like you see, either don't have the capacity or the time or the facility or whatever to be able to support their new staff, but they need to develop the new staff because they obviously need to grow their business, and that's where we come in.
• 30:19
  SPEAKER_01: You know, we are not trying to poach anybody's staff.
• 30:23
  SPEAKER_01: Um, you know, obviously, like you say, we're based in the Northeast.
• 30:27
  SPEAKER_01: A lot of the people who we have coming through the courses are not in the northeast, so that wouldn't be any use to us anyway, trying to get people to come to us because they they live so far away.
• 30:38
  SPEAKER_01: What we are really trying to do is to help the financial services industry.
• 30:46
  SPEAKER_01: Um, we want to be able, you know, those exams don't have a great pass rate, and some people might be sitting there in a firm who are really talented but are really put off by the exams, and that's where we can really help, you know, accelerate your staff's exam success, and then in turn, that's really going to help grow your business because then you're going to have more qualified staff.
• 31:09
  SPEAKER_01: Um so that that's what we're trying to do.
• 31:11
  SPEAKER_01: I mean, obviously, at the moment, financial services is an agent profession.
• 31:17
  SPEAKER_01: We really need to get more people qualified, and particularly young people, and getting them to know what financial services is from the Bleiban School is a big push of ours as well.
• 31:30
  SPEAKER_01: We are both ambassadors of the CII, so we've done sessions in schools as well, and getting them to know about how to manage your money and what working in financial services is.
• 31:41
  SPEAKER_01: Um we're here to support really.
• 31:45
  SPEAKER_00: So, what have you been doing?
• 31:46
  SPEAKER_00: Have you been going into colleges and schools and things and sort of teaching the students about the profession and sort of shining a light on it to try and attract more people at a younger age?
• 31:55
  SPEAKER_01: Yeah, so well, at the moment it's been virtual.
• 31:58
  SPEAKER_01: So we've done a couple of virtual sessions through the CII.
• 32:01
  SPEAKER_01: So the CII have links with different schools, and the schools will have um certain themed days, and so if the days to do with finance, then we get in touch with the CII, and then um either myself or Helena's ambassadors will be asked if we're free, and then we'll run a session on whatever it is that the CII wants us to run a session on.
• 32:23
  SPEAKER_01: Um, we are also you know talking at universities, and I think we've got a speed dating event at Northumbria University in a couple of weeks' time, and just trying to get some of the finance and not just finance graduates, actually, it's open to anybody really, and but trying to get people to think about starting a career in financial services and why it would be a good move for them.
• 32:46
  SPEAKER_00: Having an insight into the curriculum within secondary schools.
• 32:50
  SPEAKER_00: Do you think that they are not focusing enough on financial education, or do you think they do enough?
• 32:56
  SPEAKER_00: Because I've not been in school for a while.
• 32:59
  SPEAKER_01: Me personally, I think it could be better.
• 33:01
  SPEAKER_00: Yeah.
• 33:02
  SPEAKER_01: Um, you know, all schools should have um what's the relevant for curriculum where they want to do things that aren't covered in lessons, and that's usually covered in your chimper time zone, but that's usually only 15 minutes at the start of the day, and so you can't really get a lot done in that time.
• 33:18
  SPEAKER_01: By the time you get them in and we get the quotes off, and they've told you who they've been arguing with on the way into school or whatever else is gone on, then get them sat down and trying to get them to do something in that first 15 minutes of school can be difficult.
• 33:31
  SPEAKER_01: I did have a class before um who were complaining to me, um, said, and the the the the one that they loved to do all the time, especially when we were doing trigonometry or Python was I'm never going to use this again.
• 33:46
  SPEAKER_01: Why can't you teach us something useful?
• 33:49
  SPEAKER_01: Obviously, a lot of them will go on to be engineers and realize that actually they will use it again and they will make it all that, but that's you know another story.
• 33:56
  SPEAKER_01: There was a time where I said to them, right, if you promise me you let me get through this lesson without complaining, the next lesson will do a lesson on whatever you want to do it on.
• 34:06
  SPEAKER_01: And they're all wanting to do it on just life.
• 34:09
  SPEAKER_01: So they want to know about you know, what's my career options, what salary will that get me?
• 34:16
  SPEAKER_01: What how how do I get a mortgage?
• 34:19
  SPEAKER_01: What does water cost?
• 34:21
  SPEAKER_01: A lot of them didn't even realise you had to pay for water.
• 34:23
  SPEAKER_01: That that absolutely blew the mind.
• 34:25
  SPEAKER_01: Okay, you know, but what do the interest rates mean if I get a credit card?
• 34:31
  SPEAKER_01: How much am I going to be paid back?
• 34:33
  SPEAKER_01: So I did actually do that for them and they were all over the moon, but it it is difficult for teachers because they do have so much to get through that you don't always have the luxury of having the time.
• 34:43
  SPEAKER_01: And I do think that there should be more emphasis on managing your finances in schools.
• 34:52
  SPEAKER_00: Absolutely.
• 34:52
  SPEAKER_00: I think a lot of people can come out of school, they can look on YouTube and they can get their advice from somebody who's drinking a cocktail on the beach, you know, saying he's just made a shitload of money out of cryptocurrency and they can't spend all their money on it, and and they don't really understand why they're not making money or they're losing money, you know, because they're following advice from the wrong types of people.
• 35:11
  SPEAKER_00: And I think that financial education, the ages kind of teaches them, I don't like what stocks and stocks and shares are or something like that.
• 35:19
  SPEAKER_00: It's exciting and complex one because who doesn't want to think about like making more money?
• 35:22
  SPEAKER_00: You know, that's that's that's that's the you know, especially in a young age where they're kind of gonna they've got that entrepreneurial growth mindset, you know, they're thinking about that, they want to know about it, but no one's really teaching them.
• 35:33
  SPEAKER_00: It's a bit of a you know, keep them in the dark and feed them shit type situation sometimes.
• 35:38
  SPEAKER_00: I think um financial education, the more I speak to people who are going into the schools and talking about financial education, the feedback is kids get incredibly excited about it.
• 35:46
  SPEAKER_01: Oh, they do.
• 35:47
  SPEAKER_01: It was probably one of the best lessons I'd ever done when I scrapped off the curriculum and did that because the way I'd structured it that all had uh there were four different options of houses that were by, or four different options of cars that would have, or what have you.
• 36:00
  SPEAKER_01: And obviously, all of them wanted the biggest house and the the reintrover and what have you.
• 36:04
  SPEAKER_01: And then as we got later in the lesson, and there was this one lad who then he decided that he had five kids, and then when he realized how much they were going to cost him, he was like, Oh my god, I'm gonna have to sell the reinformer.
• 36:17
  SPEAKER_01: And it was so funny seeing them get into it and realizing actually the kind of things that their parents are having to think about, and you know why their parents are saying actually no, you can't have that pair of trainers because we've just they put new tires on the car or whatever else it is.
• 36:33
  SPEAKER_01: And it was it was really interesting actually seeing them get excited about it.
• 36:37
  SPEAKER_01: And they didn't realise that they were doing maths, they were doing maths the whole lesson.
• 36:41
  SPEAKER_01: Um, but they didn't realise because they're so into it.
• 36:44
  SPEAKER_00: You can say as simple as compound interest when someone explains.
• 36:47
  SPEAKER_01: I mean, that is on the curriculum, um and that is always a that's always a good lesson as well.
• 36:53
  SPEAKER_01: Um, when they see the money in the bank growing over time, and if that's an investing one.
• 36:59
  SPEAKER_01: Um, but yeah.
• 37:01
  SPEAKER_00: If someone's starting out on their journey right now to become a financial planner and uh you know perhaps they haven't had the luxury of working within a firm as an administrator or power planner, yeah.
• 37:11
  SPEAKER_00: What do you let's look at the realities of not the role itself, but the study towards it or so you know you mentioned 12 weeks to get through and you said two years potentially if you follow what it is we do in the structure one by one, then you're looking at kind of like two years to pass or you know, realistically, if someone says, Well, I can get through that in six months or whatever, do you think it's like realistically, if you're doing your qualifications, it's going to take you two years, and that's a fair, a fair estimate of the time it's gonna take you?
• 37:41
  SPEAKER_01: It's very subjective.
• 37:43
  SPEAKER_01: Um, because like you see, some people can get through the content a lot quicker and have a lot more time on their hands.
• 37:52
  SPEAKER_01: Um, if you're fresh out of university and you don't have a family and you don't have a job that it has got demand and always in a demand workload, then you probably can work through them a lot quicker and be doing more than one at a time, equally because you are used to studying for more than one exam at a time, anyway, because you've just finished university.
• 38:15
  SPEAKER_01: Whereas if you are somebody who is having a balanced working full-time and studying, and you've got a family and you've got other commitments, and it's been 10 years since you last studied, then yeah, I would recommend taking your time a little bit more and doing them the one at the time and doing it over the two years.
• 38:36
  SPEAKER_01: And just because you think, oh god, two years that's a long time, it absolutely flies.
• 38:41
  SPEAKER_01: But not only that, just because you haven't got the full qualification yet doesn't mean that that couldn't still kick start your career, career move on a new career, because a lot of firms will be willing to employ people in a then more June role with maybe it's just one or two of the exams, with the idea that once they have then got all of the exams, then they can progress further.
• 39:06
  SPEAKER_00: We often say to people that come to us without any experience of working within a financial planning role, whether it be administration or any entry-level role, really, we always say to them, look, you know, go off and get a qualification first.
• 39:16
  SPEAKER_00: It's going to make the CV look good.
• 39:18
  SPEAKER_00: You know, A, it's going to make the CV look good because any potential employer will see that you're serious about doing it, but also you've got the ability to pass an example.
• 39:27
  SPEAKER_00: Um, and they'll like to see that.
• 39:28
  SPEAKER_00: So we always do say that.
• 39:30
  SPEAKER_00: Um how of all the people that have come through your academy, what percentage of people do you think come from, or do you know that come from outside the profession without any experience to those that are already in the profession and coming to you to get that extra exam support because perhaps their company don't have enhanced trainers?
• 39:48
  SPEAKER_01: I don't know what a percentage off the top of my head.
• 39:53
  SPEAKER_01: Um, to be honest, the I would say it was maybe about 20% roughly of people who are sitting the exam because they want to break into the industry.
• 40:03
  SPEAKER_01: Right.
• 40:03
  SPEAKER_01: Um so let's say we've had a few people who have sat the exam straight from university.
• 40:08
  SPEAKER_01: We had some someone who was on the course who was working in care but wanted to move into financial services.
• 40:15
  SPEAKER_01: Um, we had a couple of we've had people who had worked in financial services but in a completely different capacity.
• 40:22
  SPEAKER_01: So we had um quite a few people who were they'd been working as um claims case handlers for KPI.
• 40:33
  SPEAKER_01: So they'd gotten a little bit of a taste for financial services, but that was very niche.
• 40:40
  SPEAKER_01: Um and then obviously, when that came to an end, they wanted to be able to stay within financial services, so then they then they came on the courses.
• 40:48
  SPEAKER_01: Um but then I would say the rest of the people I've made up with either people who have worked in financial services for a very long time, but for whatever reason had put off doing the exams.
• 41:01
  SPEAKER_01: Um, and when we spoke to people, that was either sometimes it was doubting maybe as an employer who didn't give them the time to be able to do it.
• 41:10
  SPEAKER_01: Um, but also the confidence of being able to sit the exams, and then when they're seeing what we were often as the academy, they liked the sound of that and thought, you know what, that that is going to help me rather than just sitting with the textbook.
• 41:23
  SPEAKER_00: Do you get a lot of stories of people that come to you that have been sitting there with a textbook for like a year in on their books?
• 41:28
  SPEAKER_01: Yeah, we've had people who have said, uh, you know, I've I've attempted this exam three times now, yeah, and I'm still getting no closer to passing.
• 41:37
  SPEAKER_02: Yeah.
• 41:37
  SPEAKER_01: And then when they've they sat the exam after they've done the course, they've passed.
• 41:41
  SPEAKER_01: And sometimes it's because you could be reading something and you could be misinterpreting that information.
• 41:47
  SPEAKER_01: But if then even if you read it three times, you've still misinterpreted it.
• 41:51
  SPEAKER_01: So you've you're carrying that misconception through.
• 41:54
  SPEAKER_01: Whereas with the academy, they might have that misconception when they read the workbook, but then as soon as they attend the webinar, that misconception's gone because we address that straight away.
• 42:04
  SPEAKER_01: Um so it means that we're getting everything right right from the start.
• 42:08
  SPEAKER_00: So they can identify what that means within a certain scenario as well.
• 42:12
  SPEAKER_00: Real world experience.
• 42:13
  SPEAKER_00: Cool.
• 42:13
  SPEAKER_00: Okay, well, that's really good.
• 42:14
  SPEAKER_00: Well, it sounds really, really positive then.
• 42:16
  SPEAKER_00: It sounds like everything's going in the right, moving in the right direction.
• 42:18
  SPEAKER_00: So people are coming through the academy.
• 42:19
  SPEAKER_00: You yourself have made a complete, you know, change in respect of your own personal career into financial planning.
• 42:25
  SPEAKER_00: Um, and interestingly, like, would you ever, you know, reading through your exam, you know going through your exams, doing your exams, you're coming up to a fellow.
• 42:33
  SPEAKER_00: Has it not sort of made you think, well, I want to do the job of a financial planner?
• 42:37
  SPEAKER_00: There's not enough women in financial planning, you know?
• 42:39
  SPEAKER_00: Like you haven't thought about sidestepping and becoming a financial planner?
• 42:43
  SPEAKER_01: Um yeah, I am very keen to get involved in that side of things as well.
• 42:47
  SPEAKER_01: I have actually, um, over the last year, whilst doing the academy, have also been working closely with the advisors as well.
• 42:57
  SPEAKER_01: Uh, the team that you can see sat behind me here.
• 43:00
  SPEAKER_01: This is our client servicing team.
• 43:02
  SPEAKER_01: Um, but the reason that our office is here is because we're helping them out as well.
• 43:08
  SPEAKER_01: So we do get involved with other stuff as well.
• 43:10
  SPEAKER_01: Obviously, our priority at the moment is to grow and establish the academy.
• 43:16
  SPEAKER_01: Um, and once that's established, then we can spend a little bit more of our time in the advice side of things.
• 43:25
  SPEAKER_00: You get involved in the TNC side, sort of cast status and all of that, and helping them get signed off at Lowe's financial management.
• 43:31
  SPEAKER_01: Our compliance department does that.
• 43:33
  SPEAKER_00: Yeah.
• 43:34
  SPEAKER_00: Cool.
• 43:34
  SPEAKER_00: Well, listen, thank you so much for your time today, sort of giving us an insight into what you guys are doing there and how it's going and everything.
• 43:40
  SPEAKER_00: Just finally sort of finishing on it.
• 43:42
  SPEAKER_00: You know, if I was to come and join Lowe's Academy, go through my qualifications, what's the pass rate with you guys then?
• 43:49
  SPEAKER_01: So currently we have 85% of our students passing their exams first time, yeah.
• 43:54
  SPEAKER_01: Um which we are really proud of because when you compare that with the actual pass rates of the exams, um, you know, R03 and R04 are around about 50%.
• 44:03
  SPEAKER_01: So our pass grade is really good.
• 44:06
  SPEAKER_01: And of those people who didn't pass first time, 100% of them have gone on the past second time.
• 44:12
  SPEAKER_01: And usually the people who have failed, they've failed by one or two marks, and it's always the same story.
• 44:19
  SPEAKER_01: We always get emails, oh my god, I was one mark off.
• 44:22
  SPEAKER_01: But then at least the know, you know what, that's a tiny little tweak, and then you're ready, ready to get straight back into it and pass that second time.
• 44:31
  SPEAKER_00: So if somebody's interested in either sending the staff to their staff to you guys to get them trained up, or somebody's listening to this podcast is going to take it upon themselves to get do the exams and looking for that external training.
• 44:43
  SPEAKER_00: Where shall we send them?
• 44:45
  SPEAKER_00: To a website, or where should where should they go?
• 44:47
  SPEAKER_01: Um so we have our website that is lawsacademy.co.uk.
• 44:52
  SPEAKER_01: Um, I am also regularly on LinkedIn so people can connect with me personally.
• 44:57
  SPEAKER_01: So my name is Shannon Fox.
• 44:59
  SPEAKER_01: Um I'm on LinkedIn constantly chatting with the people.
• 45:03
  SPEAKER_01: Um, we do have a LinkedIn page as well, so you'd be able to find Laws Financial Academy on LinkedIn as well.
• 45:09
  SPEAKER_01: We do have a Facebook as well, but we're most of the time people come across from LinkedIn.
• 45:14
  SPEAKER_00: Do you find LinkedIn is your main source?
• 45:16
  SPEAKER_01: Yeah.
• 45:17
  SPEAKER_00: Yeah.
• 45:18
  SPEAKER_00: Yeah, definitely.
• 45:19
  SPEAKER_00: Yeah, well that should be great.
• 45:20
  SPEAKER_00: Well, listen, thank you so much.
• 45:21
  SPEAKER_00: Good luck with everything.
• 45:22
  SPEAKER_00: And I'm sure I'll be coming across people that are looking to do their qualifications and I'll be happy to send them your way.
• 45:27
  SPEAKER_02: Oh, excellent.
• 45:28
  SPEAKER_00: All right, lovely.
• 45:29
  SPEAKER_00: Thank you so much for your time today.
• 45:31
  SPEAKER_01: Thanks very much.