Everything we do is led by 'thinking outside the box' and supporting creative solutions - owned by the people who need them most.
Projects are results driven, for meaningful impact. Practical in nature, with easy to replicate ideas and tools to bring learning to life.
Designed in partnership with you to ensure pedagogical growth is connected to your broader vision and responsive to your culture and community.

School Partnerships

Schools and Early Learning sites have engaged my services for projects lasting from 1 -3 terms whilst others have extended for 1 - 2 years. Most partnerships include a mixture of whole staff (or small team) professional learning, working side by side with students in classrooms (or outdoors) and individual and small team follow up. Every site is supported to realise creative solutions through a bespoke and contextual approach. There is no 'one' answer to any question and therefore, no program or project is the same. This is the transformative power of my approach!

Previous collaborations and projects

Connecting Play and Curriculum. A Guided Inquiry: A Reception to Year Two Exploration (Independent School)

This project explored;

Setting up for playful learning; physical environment, systems and structures to support guided inquiry
Resourcing for playful learning; materials and how to use them
Linking the curriculum to playful learning
Key ideas to support a contextual, site specific next step

Preschool Learning Beyond the Gate. A Department for Education Preschool Pedagogical Investigation

‘What might a sustainable, community-based program look like and how might this develop our sense of place, our connection to community and nature?’ This project explored;

Routines to support children’s interactions in natural environments, through actions, story, and song.
Value-adding to the PQIP with emerging research, skills and understandings relating to nature pedagogy and The 100 Languages of Children (Malaguzzi).
Simple processes to document learning in nature and connect with community.
How a curiosity tub can capture children’s thinking, ideas, and wonderings.
The concept of ‘deep listening’ (Dadirri – a concept shared by Dr Miriam-Rose Ungunmerr-Baumann.)
Using artefacts to promote investigation, hypothesising, problem solving, experimenting, and researching (language taken from the PQIP)
Tools to capture children’s understanding and parent’s reflections at key points of the year ( we monitor the impact)

'More than just play stations.' A Reception to Year Two Inquiry to explore deeper connections between play and curriculum. (Catholic School)

Play-based and inquiry learning is about much more than just having play stations available and freely accessible for students. It is about the pedagogy that is used by the teacher to foster, extend, and introduce new learning through intentional planned and spontaneous interactions, as well as providing opportunities for these types of play. This project explored the what, why and how of learning through play.