After more than 20 years working in practice, managing early years settings and later leading Sure Start programmes and children’s centres, my work increasingly centred on how children learn within the contexts of their families and communities. This led me into Early Help and subsequently social care, supporting children and families with complex needs. Across these roles, my practice was shaped by innovation, curiosity, empathy and tenacity, with a strong commitment to recognising the individual experiences, strengths and needs of every child and family.
I moved from frontline practice into training and then lecturing at York St John University, bringing this extensive professional experience into my teaching. My work continues to advocate for relational, ambitious and playful pedagogy. Alongside teaching, my research has focused on children’s speech and language acquisition, safeguarding within organisations, and collaborative research with practitioners and wider stakeholders exploring the concept of school readiness and its implications for very young children and their families.
I teach across a suite of programmes within the Children, Young People and Education Department, working with undergraduate students at all levels. My teaching specialises in practice‑based modules and draws strongly on professional contexts, particularly in relation to safeguarding and protection, mental health, and communication. A central focus of my work is supporting students in developing strong professional and foundational skills that are transferable across education, early years, and children’s services.
Alongside my undergraduate teaching, I supervise Master’s students and particularly enjoy working with those researching areas of personal and professional interest. My approach to supervision is both supportive and appropriately challenging, encouraging critical reflection, curiosity and confidence in developing their academic and practice‑based identities.
I have collaborated with a colleague to research safeguarding in residential care homes. This work has directly informed practice development within organisations and has led to two peer‑reviewed journal publications. Additionally, this has resulted in the offer of a CPD for other organisations.
My other sustained, longitudinal research interest focuses on the concept of school readiness, particularly how it is experienced and constructed for very young children and their families. This research explores whose perspectives are heard, how readiness is defined in practice and policy, and the implications for children’s early educational experiences.
Alongside my university role, I am a Director of an alternative education provision, where I continue to advocate for young children and families, particularly in supporting pathways back into education. This ongoing leadership role enables me to remain closely connected to current practice and ensures that my teaching is informed by contemporary challenges within education and children’s services.
I also volunteer in a local primary school, supporting reading and wider classroom activities, which helps me maintain a grounded understanding of children’s everyday learning experiences.
In addition, I am a member of the Early Childhood Degree Network, working collaboratively with colleagues nationally to enhance student learning and experiences across early childhood programmes. I am also a member of the Alliance 4 Children, where I work alongside colleagues to advocate for change in childhood policy and practice, most recently lobbying for improved play opportunities for children and for restrictions on mobile phone use in schools.
