My Specialism in Play
My specialism in play is rooted in a deep understanding of how young children learn, think, communicate and make sense of the world. I support schools to recognise play as a sophisticated and purposeful part of early education, where children build language, develop relationships, explore concepts, test ideas and practise the skills they need for future learning.
Through my consultancy and training, I help Headteachers, EYFS Leads and practitioners strengthen the quality of play within their settings. This includes thinking carefully about the role of adults, the design of the environment, the organisation of resources, the quality of interactions, and how children’s interests can be used to deepen learning. My work supports schools to move beyond play as an activity or reward, and instead understand it as a powerful vehicle for curriculum development, inclusion and progression.
A key part of my specialism is helping practitioners identify the learning that is happening within play. When adults understand child development and curriculum intent, they are better able to notice significant moments, extend thinking, introduce language, support collaboration and guide children towards deeper understanding. This requires professional skill, sensitivity and confidence.
I also support schools to create play experiences that are inclusive, ambitious and meaningful for all children. High-quality play allows children to revisit ideas, explore at their own level, build independence and connect new learning to what they already know. It supports communication and language, personal and social development, early literacy, mathematics, creativity and physical development in ways that feel purposeful and relevant to young children.
My approach is evidence-informed, practical and reflective. I work with schools to strengthen provision so that play is not left to chance, but carefully designed, observed and developed. Through this work, I help settings create rich early years experiences where play is valued, understood and used with intention to support every child’s learning and development.
