Open Evening Interview

• Personnel

  Select Noreen Dixon Richard Greenwood Diane Hill Jane Hilton Jan Barker Lesley Martin Pat Jenkinson Neil Evans Tina Southworth Louise Noblett Other

  • Noreen Dixon
  • Richard Greenwood
  • Diane Hill
  • Jane Hilton
  • Jan Barker
  • Lesley Martin
  • Pat Jenkinson
  • Neil Evans
  • Tina Southworth
  • Louise Noblett
  • Other

• Assessment completed

  College Open Day / Evening

• Students name & D.O.B.

• Telephone number

• Banding

  Select A B C D E F G H I No Banding

  • A
  • B
  • C
  • D
  • E
  • F
  • G
  • H
  • I
  • No Banding

• Name of school

• LA: (if not Lancashire)

Course Name

• Course name

Support Requirements

• Support Requirements

  Select 01 - Emotional/behavioural difficulties 02 - Multiple disabilities 03 - Multiple learning difficulties 04 - Visual impairment 05 - Hearing impairment 06 - Disability affecting mobility 07 - Profound complex disabilities 08 - Social and emotional difficulties 09 - Mental health difficulty 10 - Moderate learning difficulties 11 - Severe learning difficulties 12 - Dyslexia 13 - Dyscalculia 14 - Autism Spectrum Disorder 15 - Asperger's Syndrome 16 - Temporary disability after illness (eg post viral) or accident 17 - Speech, Language and Communication Needs 93 - Other physical disability 94 - Other Specific Learning Difficulty (eg. Dyspraxia) 95 - Other medical condition (eg Epilepsy, Asthma, Diabetes) 96 - Other learning difficulty 97 - Other Disability 99 - No LLDD/SEND

  • 01 - Emotional/behavioural difficulties
  • 02 - Multiple disabilities
  • 03 - Multiple learning difficulties
  • 04 - Visual impairment
  • 05 - Hearing impairment
  • 06 - Disability affecting mobility
  • 07 - Profound complex disabilities
  • 08 - Social and emotional difficulties
  • 09 - Mental health difficulty
  • 10 - Moderate learning difficulties
  • 11 - Severe learning difficulties
  • 12 - Dyslexia
  • 13 - Dyscalculia
  • 14 - Autism Spectrum Disorder
  • 15 - Asperger's Syndrome
  • 16 - Temporary disability after illness (eg post viral) or accident
  • 17 - Speech, Language and Communication Needs
  • 93 - Other physical disability
  • 94 - Other Specific Learning Difficulty (eg. Dyspraxia)
  • 95 - Other medical condition (eg Epilepsy, Asthma, Diabetes)
  • 96 - Other learning difficulty
  • 97 - Other Disability
  • 99 - No LLDD/SEND

• If other please state which:

• Has the learning difficulty/disability been diagnosed?

  Yes

  No

Evidence of support requirements (copy held)

• Form 8

  Copy Held

  Requested

• Free writing

  Copy Held

  Requested

• Medical Evidence

  Copy Held

  Requested

• 139a/EHC Plan

  Copy Held

  Requested

• SEN

  Copy Held

  Requested

• All About Me

  Copy Held

  Requested

• DSA Assessment

  Copy Held

  Requested

• Needs Assessment

  Copy Held

  Requested

• Fit to study letter

  Copy Held

  Requested

• Care Plan/Risk Assessment

  Copy Held

  Requested

• Ed Psychologist Report

  Copy Held

  Requested

• CAF/TAF

  Copy Held

  Requested

• Other

  Yes

  No

• If other please state which:

History of Support

• In class support

  Select 1:1 support Floating / access to support 1:1 support in English (only) Floating / access to support in English (only) 1:1 support in Maths (only) Floating / access to support in Maths (only)

  • 1:1 support
  • Floating / access to support
  • 1:1 support in English (only)
  • Floating / access to support in English (only)
  • 1:1 support in Maths (only)
  • Floating / access to support in Maths (only)

• Which lessons?

• EAA

  Select N/A Reader Scribe Extra time Separate room Modified paper Word processor Rest breaks Prompt Shared room

  • N/A
  • Reader
  • Scribe
  • Extra time
  • Separate room
  • Modified paper
  • Word processor
  • Rest breaks
  • Prompt
  • Shared room

• If modified paper please give more details: (Font size, colour, paper size etc)

• Normal way of working

• Specialist Equipment/Assistive Technology

Medical Needs

• Medical Condition/Allergy/Dietary Information

• Support from External Agencies (Name and contact details) (Social worker Name, Tel, YPS Advisor)

Information

• General Details

Review the following

• Attendance Issue

• Reference Check

• Looked After Child

• Excluded/Suspended

Pre-enrolment actions required

• Further information

• BKSB Assessments

• Familiarisation Visit

• Taster in school area(s)

• Enrolment Support

• Personal Care/Payments/Carer Liaison

• Meeting with PTL/HoS

• Reason

• Other

• Please state:

Accessing information

• Difficulties

  Select Reading difficulties (unfamiliar words) Reading difficulties (all words) Reading speed Reading out loud Understanding tasks Verbal instructions Processing information (verbal format) Processing information (written format) Loses place when reading Needs to re-read information to be able to process

  • Reading difficulties (unfamiliar words)
  • Reading difficulties (all words)
  • Reading speed
  • Reading out loud
  • Understanding tasks
  • Verbal instructions
  • Processing information (verbal format)
  • Processing information (written format)
  • Loses place when reading
  • Needs to re-read information to be able to process

• Strategies

  Select Handouts prior to lesson provided by tutor Tutor to read occasionally LSA to read every word Tasks to be broken down into manageable chunks by tutor Simplified language (rephrasing) by tutor Instructions to be visually reinforced by tutor (wipe board/handout) Materials to be uploaded onto MyCourse by tutor Assistive Technology Extra time to re-read information Use of a ruler / overlay to track text

  • Handouts prior to lesson provided by tutor
  • Tutor to read occasionally
  • LSA to read every word
  • Tasks to be broken down into manageable chunks by tutor
  • Simplified language (rephrasing) by tutor
  • Instructions to be visually reinforced by tutor (wipe board/handout)
  • Materials to be uploaded onto MyCourse by tutor
  • Assistive Technology
  • Extra time to re-read information
  • Use of a ruler / overlay to track text

• Other: (please specify)

• Overlay colour:

• Colour of pen on whiteboard:

Producing information

• Difficulties

  Select Note-taking Handwriting illegible Slow handwriting speed Organisation of thoughts Getting ideas onto paper Processing and thinking of information Organisation of workload Typing

  • Note-taking
  • Handwriting illegible
  • Slow handwriting speed
  • Organisation of thoughts
  • Getting ideas onto paper
  • Processing and thinking of information
  • Organisation of workload
  • Typing

• Strategies

  Select Assistive Technology Note-taker/Scribe Starter phrase Take photos using mobile phone Pace of lesson. Tutor to check at regular intervals Time to respond verbally Time to respond in written format Tutor to action plan / prioritise workload Use of planner Reinforce understanding of lesson / tasks Use of planning techniques (e.g. Mind Mapping) CSW to transcribe for a HI learner

  • Assistive Technology
  • Note-taker/Scribe
  • Starter phrase
  • Take photos using mobile phone
  • Pace of lesson. Tutor to check at regular intervals
  • Time to respond verbally
  • Time to respond in written format
  • Tutor to action plan / prioritise workload
  • Use of planner
  • Reinforce understanding of lesson / tasks
  • Use of planning techniques (e.g. Mind Mapping)
  • CSW to transcribe for a HI learner

• Other: (please specify)

Working memory / concentration

• Difficulties

  Select Time management Forget things (appointments, equipment) Forget to take medication and therefore loses concentration Forgets tasks (things to do) Concentration difficulties Easily distracted Forgetting lesson content / key information Problems with short term memory

  • Time management
  • Forget things (appointments, equipment)
  • Forget to take medication and therefore loses concentration
  • Forgets tasks (things to do)
  • Concentration difficulties
  • Easily distracted
  • Forgetting lesson content / key information
  • Problems with short term memory

• Strategies

  Select Action plan / prioritise workload Tutor and student to create a system to help remember key information (i.e. diary/phone/notebook) Write down / record homework Prompt to refocus Instructions to be visually reinforced and broken down into smaller, manageable chunks Repeating information to reinforce Use of phone to take visual format of key information Tutors to give times in different formats to enable student to be more independent (e.g. quarter to 11, 10.45am) Recapping of key points as learner needs to overlearn Change timetable format to one more easily understood Time out to refocus Use of countdown strategy for practical tasks (e.g. timer on iPad) Reminders by tutors for learners to check their emails

  • Action plan / prioritise workload
  • Tutor and student to create a system to help remember key information (i.e. diary/phone/notebook)
  • Write down / record homework
  • Prompt to refocus
  • Instructions to be visually reinforced and broken down into smaller, manageable chunks
  • Repeating information to reinforce
  • Use of phone to take visual format of key information
  • Tutors to give times in different formats to enable student to be more independent (e.g. quarter to 11, 10.45am)
  • Recapping of key points as learner needs to overlearn
  • Change timetable format to one more easily understood
  • Time out to refocus
  • Use of countdown strategy for practical tasks (e.g. timer on iPad)
  • Reminders by tutors for learners to check their emails

• Other: (please specify)

Communication/Social interaction

• Difficulties

  Select Embarrassed to ask for support Stressed and anxious in unfamiliar / difficult situations Avoid / difficulties with eye contact Struggles with changes to routine Literal interpretation of (response to) information Struggles with non-verbal communication which can lead to misinterpretation. Difficulty in accepting criticism May take immediate dislike to other learners or staff for no apparent reason Wanting to impose their ideas on other learners - must have it all their way Difficulties coping with change (i.e. staff members, rooming, timetable) Can't listen to tutor if others are talking Learner uses BSL as their first language and will be accompanied by a CSW

  • Embarrassed to ask for support
  • Stressed and anxious in unfamiliar / difficult situations
  • Avoid / difficulties with eye contact
  • Struggles with changes to routine
  • Literal interpretation of (response to) information
  • Struggles with non-verbal communication which can lead to misinterpretation.
  • Difficulty in accepting criticism
  • May take immediate dislike to other learners or staff for no apparent reason
  • Wanting to impose their ideas on other learners - must have it all their way
  • Difficulties coping with change (i.e. staff members, rooming, timetable)
  • Can't listen to tutor if others are talking
  • Learner uses BSL as their first language and will be accompanied by a CSW

• Strategies

  Select Awareness of student and their difficulties / triggers Time out Do not force eye contact Discuss and explain any changes in advance Be specific, concise and clear with instructions including start and finish times of breaks When communicating with the learner they should use their first name and then pose the question` Encourage students to listen to views of others Tutors to manage classroom environment (e.g. noise levels) Tutor to ensure they introduce new people Check understanding Don't put student on the spot (e.g. reading aloud or answering questions) For group work liaise with support staff, if appropriate, prior to the lesson to ensure student is included in group work / activities, working together effectively Positive reinforcement for interaction Facilitate social interactions Tutors to explain when misinterpretation has taken place Be cautious when using humour, sarcasm, tone of voice Provide information in advance wherever possible Use of open questions

  • Awareness of student and their difficulties / triggers
  • Time out
  • Do not force eye contact
  • Discuss and explain any changes in advance
  • Be specific, concise and clear with instructions including start and finish times of breaks
  • When communicating with the learner they should use their first name and then pose the question`
  • Encourage students to listen to views of others
  • Tutors to manage classroom environment (e.g. noise levels)
  • Tutor to ensure they introduce new people
  • Check understanding
  • Don't put student on the spot (e.g. reading aloud or answering questions)
  • For group work liaise with support staff, if appropriate, prior to the lesson to ensure student is included in group work / activities, working together effectively
  • Positive reinforcement for interaction
  • Facilitate social interactions
  • Tutors to explain when misinterpretation has taken place
  • Be cautious when using humour, sarcasm, tone of voice
  • Provide information in advance wherever possible
  • Use of open questions

• Other: (please specify)

Sensory / Physical

• Difficulties

  Select Visual discomfort / stress Hypersensitive to noise Hypersensitive to touch Hypersensitive to taste Hypersensitive to light Visual Difficulties (loss of peripheral vision, loss of tunnel vision) Struggles to see in areas of low illumination Student lip reads Student has difficulties with hearing Student has limited / reduced mobility (e.g. wheelchair user, uses a cane etc.) Difficulties navigating the campus Student uses BSL and will be supported by CSW

  • Visual discomfort / stress
  • Hypersensitive to noise
  • Hypersensitive to touch
  • Hypersensitive to taste
  • Hypersensitive to light
  • Visual Difficulties (loss of peripheral vision, loss of tunnel vision)
  • Struggles to see in areas of low illumination
  • Student lip reads
  • Student has difficulties with hearing
  • Student has limited / reduced mobility (e.g. wheelchair user, uses a cane etc.)
  • Difficulties navigating the campus
  • Student uses BSL and will be supported by CSW

• Strategies

  Select Assistive Technology Colour overlay Tutors to produce handouts on coloured paper (as identified in the earlier section) Avoid using particular pens on the wipe board (as identified in earlier section) Tutor to be aware of student's difficulties and adjust learning environment accordingly (i.e. sound/light, layout of the room, familiarisation of room) Additional time to process and produce information Information provided before the session to enable preparation for the session When the student enters or departs the room, tutor to speak to student by introducing themself and informing students who is present in the room Other students in class to introduce themselves whenever speaking Familiarisation of the coffee bar and refectory facilities. Assistance with menus, snacks and meals Tutor to face the student when giving information Handouts to student, and if applicable CSW, prior to the session Take photos using mobile phone When working in group situations tutors need to manage the situation getting students to raise their hands prior to talking Allow the student time to process the verbal information Tutors to use simplified language (task clarification) Provide lift codes Font size (enlarged) Tutor to be aware of their position when teaching the class to take into account the students needs To relocate classroom to the ground floor / accessible location Tutors to provide links to videos before sessions. Tutors to find vidoes with subtitles or provide transcript Tutors to be aware not to cross the path of the communication between the student and CSW Takes longer to navigate the campus - may need to leave early or arrive late At times student may need to move around the classroom in order to alleviate pain and stretch Tutor to provide a comfortable chair Tutor to provide height adjustable desk

  • Assistive Technology
  • Colour overlay
  • Tutors to produce handouts on coloured paper (as identified in the earlier section)
  • Avoid using particular pens on the wipe board (as identified in earlier section)
  • Tutor to be aware of student's difficulties and adjust learning environment accordingly (i.e. sound/light, layout of the room, familiarisation of room)
  • Additional time to process and produce information
  • Information provided before the session to enable preparation for the session
  • When the student enters or departs the room, tutor to speak to student by introducing themself and informing students who is present in the room
  • Other students in class to introduce themselves whenever speaking
  • Familiarisation of the coffee bar and refectory facilities. Assistance with menus, snacks and meals
  • Tutor to face the student when giving information
  • Handouts to student, and if applicable CSW, prior to the session
  • Take photos using mobile phone
  • When working in group situations tutors need to manage the situation getting students to raise their hands prior to talking
  • Allow the student time to process the verbal information
  • Tutors to use simplified language (task clarification)
  • Provide lift codes
  • Font size (enlarged)
  • Tutor to be aware of their position when teaching the class to take into account the students needs
  • To relocate classroom to the ground floor / accessible location
  • Tutors to provide links to videos before sessions. Tutors to find vidoes with subtitles or provide transcript
  • Tutors to be aware not to cross the path of the communication between the student and CSW
  • Takes longer to navigate the campus - may need to leave early or arrive late
  • At times student may need to move around the classroom in order to alleviate pain and stretch
  • Tutor to provide a comfortable chair
  • Tutor to provide height adjustable desk

• Other: (please specify)

Initial Support Recommendations

• LSA Observations (Main Programme)

• LSA Observations (English)

• LSA Observations (Maths)

• CSW Observations

• CSW out of class

• Diagnostic Assessment for HE

• Counselling

• Inclusion Contract

• Learning Support Coach

• EAA

• EAA - Medical

• Assistive Technology Assessment - ICT

• Overlay Assessment

• Materials Adaption

• Tutor Adjustments

• Risk Assessment

• PEEP

• Evacuation Chair Training

• Safe Haven Training

• Medical alert to school

• ELM Support

• Meeting and Taking to class

• Accompanying to and from transport

• Travel Training (Taxi)

• Independent Travel Training

• Vulnerable Learner

• Refer to safeguarding officer

• Maths Support (Out of class)

• English Support (Out of class)

• Student Manager

• SEN Coding

  Green

  Amber

  Red

• Should I enrol at college I understand that The SEND Team may wish to share/release information on a 'needs to know' basis so that you can be provided with the most appropriate support. I also understand that a further, more in depth interview may need to take place before I enrol.

Disclosure/Enrolment Statement

• If I enrol at the college I agree to this information being shared within college and with relevant outside bodies<br>(e.g. Work placements, exam boards etc)

  Yes

  No

  N/A

• All requests for SEND will be considered on an individual basis by the SEND Team. Applications for support cannot be processed until all relevant evidence is received.

  Yes

  No

  N/A

• Student signature:

  Sign

• Student photo

  Media

• Staff signature:

  Sign

Admin use

• Person to cost for:

  Select Noreen Dixon Richard Greenwood Diane Hill Jane Hilton Jan Barker Lesley Martin Pat Jenkinson Neil Evans Tina Southworth Louise Noblett Other

  • Noreen Dixon
  • Richard Greenwood
  • Diane Hill
  • Jane Hilton
  • Jan Barker
  • Lesley Martin
  • Pat Jenkinson
  • Neil Evans
  • Tina Southworth
  • Louise Noblett
  • Other

• Time taken

  Select 5 mins = 0.08 10 mins = 0.17 15 mins = 0.25 20 mins = 0.33 25 mins = 0.42 30 mins = 0.50 35 mins = 0.58 40 mins = 0.67 45 mins = 0.75 50 mins = 0.83 55 mins = 0.92 60 mins = 1.00 65 mins = 1.08 70 mins = 1.17 75 mins = 1.25 80 mins = 1.33 85 mins = 1.42 90 mins = 1.50 95 mins = 1.58 100 mins = 1.67 105 mins = 1.75 110 mins = 1.83 115 mins = 1.92 120 mins = 2.00 125 mins = 2.08 130 mins = 2.17 135 mins = 2.25 140 mins = 2.33 145 mins = 2.42 150 mins = 2.50 155 mins = 2.58 160 mins = 2.67 165 mins = 2.75 170 mins = 2.83 175 mins = 2.92 180 mins = 3.00 185 mins = 3.08 190 mins = 3.17 195 mins = 3.25 200 mins = 3.33 205 mins = 3.42 210 mins = 3.50 215 mins = 3.58 220 mins = 3.67 225 mins = 3.75 230 mins = 3.83 235 mins = 3.92 240 mins = 4.00

  • 5 mins = 0.08
  • 10 mins = 0.17
  • 15 mins = 0.25
  • 20 mins = 0.33
  • 25 mins = 0.42
  • 30 mins = 0.50
  • 35 mins = 0.58
  • 40 mins = 0.67
  • 45 mins = 0.75
  • 50 mins = 0.83
  • 55 mins = 0.92
  • 60 mins = 1.00
  • 65 mins = 1.08
  • 70 mins = 1.17
  • 75 mins = 1.25
  • 80 mins = 1.33
  • 85 mins = 1.42
  • 90 mins = 1.50
  • 95 mins = 1.58
  • 100 mins = 1.67
  • 105 mins = 1.75
  • 110 mins = 1.83
  • 115 mins = 1.92
  • 120 mins = 2.00
  • 125 mins = 2.08
  • 130 mins = 2.17
  • 135 mins = 2.25
  • 140 mins = 2.33
  • 145 mins = 2.42
  • 150 mins = 2.50
  • 155 mins = 2.58
  • 160 mins = 2.67
  • 165 mins = 2.75
  • 170 mins = 2.83
  • 175 mins = 2.92
  • 180 mins = 3.00
  • 185 mins = 3.08
  • 190 mins = 3.17
  • 195 mins = 3.25
  • 200 mins = 3.33
  • 205 mins = 3.42
  • 210 mins = 3.50
  • 215 mins = 3.58
  • 220 mins = 3.67
  • 225 mins = 3.75
  • 230 mins = 3.83
  • 235 mins = 3.92
  • 240 mins = 4.00

• Date

  Date

• Person to cost for:

  Select Noreen Dixon Richard Greenwood Diane Hill Jane Hilton Jan Barker Lesley Martin Pat Jenkinson Neil Evans Tina Southworth Louise Noblett Other

  • Noreen Dixon
  • Richard Greenwood
  • Diane Hill
  • Jane Hilton
  • Jan Barker
  • Lesley Martin
  • Pat Jenkinson
  • Neil Evans
  • Tina Southworth
  • Louise Noblett
  • Other

• Time taken

  Select 5 mins = 0.08 10 mins = 0.17 15 mins = 0.25 20 mins = 0.33 25 mins = 0.42 30 mins = 0.50 35 mins = 0.58 40 mins = 0.67 45 mins = 0.75 50 mins = 0.83 55 mins = 0.92 60 mins = 1.00 65 mins = 1.08 70 mins = 1.17 75 mins = 1.25 80 mins = 1.33 85 mins = 1.42 90 mins = 1.50 95 mins = 1.58 100 mins = 1.67 105 mins = 1.75 110 mins = 1.83 115 mins = 1.92 120 mins = 2.00 125 mins = 2.08 130 mins = 2.17 135 mins = 2.25 140 mins = 2.33 145 mins = 2.42 150 mins = 2.50 155 mins = 2.58 160 mins = 2.67 165 mins = 2.75 170 mins = 2.83 175 mins = 2.92 180 mins = 3.00 185 mins = 3.08 190 mins = 3.17 195 mins = 3.25 200 mins = 3.33 205 mins = 3.42 210 mins = 3.50 215 mins = 3.58 220 mins = 3.67 225 mins = 3.75 230 mins = 3.83 235 mins = 3.92 240 mins = 4.00

  • 5 mins = 0.08
  • 10 mins = 0.17
  • 15 mins = 0.25
  • 20 mins = 0.33
  • 25 mins = 0.42
  • 30 mins = 0.50
  • 35 mins = 0.58
  • 40 mins = 0.67
  • 45 mins = 0.75
  • 50 mins = 0.83
  • 55 mins = 0.92
  • 60 mins = 1.00
  • 65 mins = 1.08
  • 70 mins = 1.17
  • 75 mins = 1.25
  • 80 mins = 1.33
  • 85 mins = 1.42
  • 90 mins = 1.50
  • 95 mins = 1.58
  • 100 mins = 1.67
  • 105 mins = 1.75
  • 110 mins = 1.83
  • 115 mins = 1.92
  • 120 mins = 2.00
  • 125 mins = 2.08
  • 130 mins = 2.17
  • 135 mins = 2.25
  • 140 mins = 2.33
  • 145 mins = 2.42
  • 150 mins = 2.50
  • 155 mins = 2.58
  • 160 mins = 2.67
  • 165 mins = 2.75
  • 170 mins = 2.83
  • 175 mins = 2.92
  • 180 mins = 3.00
  • 185 mins = 3.08
  • 190 mins = 3.17
  • 195 mins = 3.25
  • 200 mins = 3.33
  • 205 mins = 3.42
  • 210 mins = 3.50
  • 215 mins = 3.58
  • 220 mins = 3.67
  • 225 mins = 3.75
  • 230 mins = 3.83
  • 235 mins = 3.92
  • 240 mins = 4.00

• Date

  Date

• Person to cost for:

  Select Noreen Dixon Richard Greenwood Diane Hill Jane Hilton Jan Barker Lesley Martin Pat Jenkinson Neil Evans Tina Southworth Louise Noblett Other

  • Noreen Dixon
  • Richard Greenwood
  • Diane Hill
  • Jane Hilton
  • Jan Barker
  • Lesley Martin
  • Pat Jenkinson
  • Neil Evans
  • Tina Southworth
  • Louise Noblett
  • Other

• Time taken

  Select 5 mins = 0.08 10 mins = 0.17 15 mins = 0.25 20 mins = 0.33 25 mins = 0.42 30 mins = 0.50 35 mins = 0.58 40 mins = 0.67 45 mins = 0.75 50 mins = 0.83 55 mins = 0.92 60 mins = 1.00 65 mins = 1.08 70 mins = 1.17 75 mins = 1.25 80 mins = 1.33 85 mins = 1.42 90 mins = 1.50 95 mins = 1.58 100 mins = 1.67 105 mins = 1.75 110 mins = 1.83 115 mins = 1.92 120 mins = 2.00 125 mins = 2.08 130 mins = 2.17 135 mins = 2.25 140 mins = 2.33 145 mins = 2.42 150 mins = 2.50 155 mins = 2.58 160 mins = 2.67 165 mins = 2.75 170 mins = 2.83 175 mins = 2.92 180 mins = 3.00 185 mins = 3.08 190 mins = 3.17 195 mins = 3.25 200 mins = 3.33 205 mins = 3.42 210 mins = 3.50 215 mins = 3.58 220 mins = 3.67 225 mins = 3.75 230 mins = 3.83 235 mins = 3.92 240 mins = 4.00

  • 5 mins = 0.08
  • 10 mins = 0.17
  • 15 mins = 0.25
  • 20 mins = 0.33
  • 25 mins = 0.42
  • 30 mins = 0.50
  • 35 mins = 0.58
  • 40 mins = 0.67
  • 45 mins = 0.75
  • 50 mins = 0.83
  • 55 mins = 0.92
  • 60 mins = 1.00
  • 65 mins = 1.08
  • 70 mins = 1.17
  • 75 mins = 1.25
  • 80 mins = 1.33
  • 85 mins = 1.42
  • 90 mins = 1.50
  • 95 mins = 1.58
  • 100 mins = 1.67
  • 105 mins = 1.75
  • 110 mins = 1.83
  • 115 mins = 1.92
  • 120 mins = 2.00
  • 125 mins = 2.08
  • 130 mins = 2.17
  • 135 mins = 2.25
  • 140 mins = 2.33
  • 145 mins = 2.42
  • 150 mins = 2.50
  • 155 mins = 2.58
  • 160 mins = 2.67
  • 165 mins = 2.75
  • 170 mins = 2.83
  • 175 mins = 2.92
  • 180 mins = 3.00
  • 185 mins = 3.08
  • 190 mins = 3.17
  • 195 mins = 3.25
  • 200 mins = 3.33
  • 205 mins = 3.42
  • 210 mins = 3.50
  • 215 mins = 3.58
  • 220 mins = 3.67
  • 225 mins = 3.75
  • 230 mins = 3.83
  • 235 mins = 3.92
  • 240 mins = 4.00

• Date

  Date