Practice

My practice is rooted in day-to-day work with children and teachers, where questions about learning, pedagogy, and experience are encountered not in abstraction but in lived moments. I teach Year 6 full time in a primary school setting, alongside working in school leadership and teacher development, and I am particularly interested in how research ideas are taken up, adapted, and sometimes resisted in real educational contexts.

Areas of practice

My professional practice spans several interconnected areas:

• Outdoor learning and learning beyond the classroom
• Mathematics teaching and curriculum design
• Classroom practice in upper Key Stage 2
• School leadership and professional judgement
• Teacher development and practitioner research
• Inclusive and collaborative approaches to learning

Practice as inquiry

I approach practice as a form of inquiry, where everyday pedagogical decisions generate questions rather than simply solutions. Teaching Year 6 mathematics outdoors, for example, has become a site for exploring how space, risk, and materiality shape pupils’ confidence, participation, and engagement. Leadership work raises parallel questions about how professional judgement is exercised under constraint, and how teachers navigate tensions between policy, curriculum expectations, and lived classroom realities.

Professional context

I work at Kendall Church of England Primary School, a single-form entry primary school with a strong commitment to learning beyond the classroom. My role brings together full-time classroom teaching, deputy headship, subject leadership, and support for colleagues through professional dialogue and practitioner-led inquiry. Across these contexts, I am interested in how educational practice can remain thoughtful and responsive to children’s lived experiences.