Meet the team

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I have always been interested in science and the environment and have a love of being active and outdoors. 

As an undergraduate at Plymouth University, I studied Environmental Education & Education Studies, covering Peace Education, Equality and Justice in Education, Global Education, Alternatives in Education, Wellbeing in Education and Outdoor Education. 

I gained a solid grounding in the psychological, social and political principles which underpin our education system. Prior to this, I studied at the London Montessori  Centre where I gained an International Diploma in Early Childhood Studies. I subsequently went on to study Montessori Primary Education in Leicester. 

In traditional learning environments, the literacy and numeracy strategies prescribe what is taught lesson by lesson and there is little time left in the curriculum for individuality, other subjects, physical activity or creativity. 

I knew that I wanted to find  a new way to teach. 

Early on in my teaching career, I was lucky enough to teach at a Montessori Primary School in Tottenham, London, where I gained valuable experience working in a school that put diversity and inclusion at the heart of its curriculum. 

Alongside my classroom teaching, I have worked as a personal tutor, supporting children with dyslexia. 

I found my love and interest in working with primary-aged children who chose to have an active role in their own education. This led me to working with children who were home educated or attended school on a part-time basis. 

The greatest gift for me as a teacher is to be part of the child's journey of exploring and understanding the world into which they have been born. 

I have studied and worked at the Schumacher College, Dartington, which was a springboard for my decision to create a new model of education for the next generation, so that children could thrive, be valued, feel empowered and communicate effectively with knowledge and experience of equal value. 

Cedarwood Montessori Education is now an established setting which is growing from strength to strength, offering children and families the opportunity to take back the right to choose where and what their children learn. 

Some of my main influences have been Maria Montessori, Satish Kumar, John Muir and Joseph Cornell. 

I like to keep fit and enjoy yoga, hand-balancing and mountain walking. I love my garden and all that it offers me over the changing seasons. 

I came to studying later in life; having bumbled through my own educational journey. Many of my

school reports stated ‘could do better’! It is no surprise, then, that I left school with minimal

qualifications. It all started when I was working in a school as a Teaching Assistant and I began to

notice that some learners were just like me – keen, but bored, capable, but unproductive. I decided

then to teach! It took 6 long years (single parent, working part time, with a teenager and toddler at

home) to gain the qualifications that I needed – but I had a goal.

I completed my degree in English with History at the University of Plymouth and gained my PGCE in

Primary two years later. Over the next ten years, I worked as a primary teacher in many schools,

including alternative provisions and those considered ‘tricky’. It was truly an eye-opener. It became

apparent that children were not flourishing or engaging with their learning because the current

system was flawed; I seriously considered leaving the profession…

Then I came to Cedarwood! I felt like I had come home. Here was a setting that wholly embraced

an ethos that I was sure couldn’t possibly exist, it was like a dream come true.

Five years on and I still pinch myself!

My previous approach has largely been dismantled and rebuilt, inspired by curious-children that

truly want to explore new things! My own philosophy has developed into a style of teaching that is

reciprocal and honest. Gone are the statistics, assessments, irrelevant objectives and data collecting

and what is left is just pure joy.

During quieter moments, I love pottering about in the garden or sitting in the hammock with some

historical tome or other. I am lucky enough to live near the river and often go for a (weather

permitting) wild swim! I’ve also converted my car into a micro-camper and often pop off

somewhere local for a night or two. I was made in Devon and here is where I am happiest. 

My journey into education started over a decade ago when I made the decision to leave my career and complete a degree in Education Studies - something I'd always considered but had never had the opportunity to pursue. Alongside university, I volunteered in a school where many of the families lived with multiple social and economic challenges and was inspired to work with children to make a difference. 

Amongst undergraduate studies and postgraduate teacher training, I had two more children (I also have a 22 year old daughter). Both were home birthed after I became interested in attachment and gentle parenting. My early parenting journey this time around was very different to my experience as a young mother with little social support - I learnt about emotion coaching, boundaries with love and respectful interactions, inspired by (amongst many others) Magda Gerber and Emmi Pickler. 

Learning about optimum child development and alternative approaches to education alongside my experiences training in mainstream schooling meant we made the decision to home educate. 

One of the things I found most challenging about working within mainstream schools was the status quo of using language to force conformity, often through shaming. When I heard about Marshall Rosenberg's model of Non-Violent Communication I was committed to learning more and have since completed foundation training. I strive to weave peaceful communication through my personal and professional interactions.

I worked within a blended democratic learning community in Manchester and saw how the model of listening to the child and allowing exploration through play and art worked for so many of the children. I began to discover more about Montessori and Reggio philosophies and found that my practice aligned with this blended approach and so we implemented elements of these at home. I am always amazed at how children respond to autonomy and opportunities for independence. At the core of my practice is the understanding that children are capable and are always doing their absolute best with the resources they have.

Whilst living in Devon, I worked within the psychology service and was privileged to work with schools, families and children where there were complex barriers to learning. I am particularly passionate about supporting children and families in times of challenge and, to support my development, I am hoping to complete a Masters in Psychology. My dissertation will explore the ways belonging is fostered within educational settings.

I am so excited to be part of the Cedarwood team, supporting families with the care and education of their children and following the child to learn about how best to support them.

When not parenting, working or studying, the beach is my happy place. I also run (slowly), practice yoga and am a fledgling poet!

I’ve always felt passionately about a holistic, learner centred approach to education where the child is respected and nurtured as an individual with a unique personality and set of qualities. I don’t feel I flourished within the teacher centred rigid education system I experienced and left school as soon as I could, so I feel very fortunate to have the opportunity to be part of something so exciting and pioneering as Cedarwood. I am also particularly excited to be working within a setting that prioritises NVC and restorative practice within its daily rhythm.

I have held a variety of job roles over the years, including head hunting FCOs, nannying & TEFL, working in the hospitality sector, managing a holiday complex in Spain and running my own businesses in the UK and Bulgaria. 

In my spare time I enjoy spending time with my son, deepening my NVC practice and am working towards my level 3, with a view to incorporate it more into our daily practices at Cedarwood. I also love being around nature as I find this really grounds me. At home I enjoy dancing around my kitchen, tending to my plants and learning more about essential oils (and adding to my growing collection of both plants and essential oils!). I’m always looking to increase my knowledge about natural remedies, nutrition and NVC and I try to incorporate all of my findings into my everyday life as much as possible.

I have a BA Hons degree in Fine Art and Social Context from Dartington College of Arts. Facilitating workshops in schools for a theatre in education company was the beginning of my work with children and young people, and I have loved it ever since! I have worked in many primary and secondary schools as a visiting artist and also with children with additional learning needs. I developed creative learning courses to support Numeracy and Literacy for early years children through Devon County Council Family Learning Services. 

I trained with ENGAGE to deliver Gallery Education programmes, and have worked in galleries in the UK and Australia. This was an enriching experience, connecting children and young people’s creativity to contemporary and historic artists’ work. 

I strongly believe in the power of creativity in the curriculum to catalyse and inspire learning of other subjects, and to observe and explore the world we live in. This includes opportunities to be experimental, allowance for making mistakes and often enhancing and exceeding children’s own expectations. I think the act of being creative supports articulacy and emotional literacy.  I try to educate all young people about being resourceful and reusing /repurposing where possible, nurturing children’s curiosity and exploring the natural world.

I enjoy working at Cedarwood as it provides a caring supportive environment with a flexible approach that guides the children, while allowing them to follow their instincts.

Since 2013 I have been a co-director of Participate Arts, designing and delivering creative projects for and with people of all ages, in education and the general community. Its purpose is to connect people through creative participation - nurturing art skills and the imagination, providing inspiring experiences, while promoting health and wellbeing. In 2019 I was lucky enough to travel with teachers from 3 Exeter schools to Malawi on a partnership project with 3 schools there, working with children on UN sustainable development goals. 

I used to run a natural skincare business, blending my design skills with alchemy, making plant-based products and running workshops. 

I love walking on Dartmoor, creating and making, and being in my garden with our chickens!

My journey into understanding child led development started at a very young age.

My primary school years were fundamentally improved when a teacher began to recognise dyslexic characteristics in my response and aptitude to certain aspects of learning. The teacher was dedicated to making sure I was assessed and received the help and support needed. 

I feel very fortunate to have had a teacher that recognised my individual learning needs, letting me express myself and to progress and develop with confidence.

I was home schooled from the age of 12 and developed a natural ability in arts and crafts and by the age of 16 I held summer art workshops for young children at the local sports centre.

At 18 I travelled to Austria to work in a family run hotel and helped organise children’s art and craft workshops. I went on to travel further afield to Fiji and the Cook Islands to encapsulate island living and to learn from different family cultures.

On my return I had a career in Social Housing and studied to AAT level. I helped to develop a supported housing section for vulnerable people throughout the South West.

Then I had my daughter, who was born prematurely at 29 weeks. Having my daughter this early really identified how each child is individual and how their developmental milestones are not just set on age alone. I started to explore more alternative learning which better suited our needs. 

It came naturally for me to follow the  attachment parenting style and this really helped to start out our parenting journey together. 

This led to me becoming an attachment parenting companion, giving one to one childcare in the home. This gave the mother freedom to carry on with activities whilst their child was being held and nurtured to help with their emotional and physical security. 

My daughter and I joined many toddler outdoor activities including farm and forest groups at Dartington amongst others. This established my mission to continue to follow child lead learning, using the natural recourses around us.

I went on to work as a teaching assistant in the Forest School my daughter attended.

I studied to achieve a CACHE Level 3 Award in Childcare and education. I progressed to being a Forest School leader and my role included one to one learning to assist individual children who needed help and support.

I am really proud to be part of this exciting venture at Cedarwood and to have the opportunity to continue my journey in child led development.