About Me
My early years journey began at 16, working within reception classes in schools. Even then, I was drawn to how young children learn through curiosity, exploration, and connection.
At 19, I moved to Australia and began working within nursery settings supporting children aged 0–5. This is where my passion for early years truly grew. Being immersed in daily practice gave me a deeper understanding of how powerful those early experiences are in shaping children's confidence, independence, and love of learning.
Early in my career, I completed my Level 3 qualification before later going on to complete a Level 5 Foundation Degree in Early Childhood Studies. During this time, I began learning more about child-centred approaches, including Reggio Emilia, and later discovered the Curiosity Approach. I also completed the Curiosity Approach Practitioner Course and became Curiosity Approach certified, which further shaped my understanding of child-led environments and meaningful play.
This marked a significant shift in how I viewed learning environments, the role of the adult, and what meaningful play can look like.
Before this shift, much of my practice followed traditional themes, adult-led activities, and structured group times. Over time, I began noticing that environments often felt busy and overwhelming, and not every child felt comfortable or engaged sitting in large group sessions or following adult-planned outcomes. Some children thrived, but others quietly disengaged or struggled to find their place.
As I began exploring curiosity-led practice and schema theory, I noticed a powerful change. Environments became calmer. Children became more deeply engaged. Repetition, exploration, and independent thinking began to replace pressure for finished products or set outcomes. Behaviour challenges often reduced, and children appeared more confident, settled, and absorbed in their play.
Since then, I have worked across nursery settings in the UK, Australia, New Zealand, and Gibraltar, gaining over 15 years of experience supporting children, teams, and environments. Working across different countries has reinforced something I strongly believe — that children learn best when they feel secure, curious, and free to explore in their own way.
Before this shift, much of my practice followed traditional themes, adult-led activities, and structured group times. Over time, I began noticing that environments often felt busy and overwhelming, and not every child felt comfortable or engaged sitting in large group sessions or following adult-planned outcomes. Some children thrived, but others quietly disengaged or struggled to find their place.
As I began exploring curiosity-led practice and schema theory, I noticed a powerful change. Environments became calmer. Children became more deeply engaged. Repetition, exploration, and independent thinking began to replace pressure for finished products or set outcomes. Behaviour challenges often reduced, and children appeared more confident, settled, and absorbed in their play.
Since then, I have worked across nursery settings in the UK, Australia, New Zealand, and Gibraltar, gaining over 15 years of experience supporting children, teams, and environments. Working across different countries has reinforced something I strongly believe — that children learn best when they feel secure, curious, and free to explore in their own way.
Through my own journey, I also recognised how overwhelming early years practice can sometimes feel for practitioners. Balancing curriculum expectations, inspection frameworks, and daily demands can leave educators questioning whether they are doing enough or doing things "the right way".
The resources shared here are designed to support practitioners in creating calm, meaningful environments that nurture curiosity, deepen learning, and feel achievable within real settings. They aim to help educators feel more confident in recognising learning through play, understanding schemas, and supporting children in ways that feel both intentional and manageable.
My work focuses on creating practical, reflective resources that gently bridge everyday practice with professional understanding — helping practitioners feel inspired, reassured, and supported in the incredibly important work they do every day.
Thank you for being part of this journey.
Follow for daily inspiration
@inspiringearlyyears on TikTokSee schemas in action, get practical play ideas, and connect with a community of early years practitioners