Born and raised in the beautiful countryside of Devon, I swapped rolling hills for city life and headed to Cardiff for university… and never really left.
Early in my teaching journey, one role in Pontypool gave me my first real taste of continuous provision in KS2. It completely changed the way I viewed learning environments and the possibilities they create for children.
A few years later, I packed up for two years of teaching in Dubai. Alongside the sunshine and a slightly unhealthy dependency on iced smoothies, I met some incredible friends and inspiring practitioners who challenged and shaped my thinking as an educator in the best possible way.
Now back in Cardiff — this time with a mortgage and a far less glamorous social life — I spent several years as a Foundation Phase Lead (Nursery - Year 2), where I developed a deep passion for early years education, outdoor learning and the teaching of early reading.
More recently, I moved into Year 6 to lead the transformation of our learning environments, helping to create spaces that inspire curiosity, independence and meaningful learning experiences. That journey — alongside plenty of experimenting, adapting and rethinking along the way — has led to this moment.
My Story
My Teaching Philosophy
I am passionate about providing play-based opportunities for all children. They learn best when they are fully engaged, curious and emotionally connected to their learning. Creating opportunities for play allows children to explore ideas in meaningful and memorable ways, developing confidence, independence, and a genuine love of learning. While often associated with the early years, I strongly believe that play-based, experiential learning has value for all children, regardless of age. Through carefully planned provocations, invitations, and magical learning experiences, I aim to spark curiosity and wonder while giving children the freedom to follow their fascinations, explore hands-on, and learn through rich, meaningful experiences.
Learning Through Play
I believe learning is most powerful when children are genuinely curious and invested in the process. By creating meaningful contexts for learning and giving children opportunities to explore their own questions, interests, and passions, inquiry-based learning helps to foster independence, self-motivation, and a lifelong love of learning. Pupil voice plays a central role in shaping the learning journey, with passion projects and inquiry-led experiences allowing children to take ownership of their ideas. Through ongoing real-time feedback and a strong focus on process over product, children are supported to reflect, adapt, and grow with confidence.
Inquiry-Based Learning
Children thrive in environments where they feel safe, valued, and genuinely connected. Creating calm, inclusive spaces rooted in compassion, authenticity, and strong relationships helps children develop confidence, resilience, and a sense of belonging. Wellbeing and emotional safety are placed at the heart of the learning environment, recognising that children learn best when they feel secure, engaged, and happy. Children are also encouraged to take ownership of their classroom environment, contributing independently to displays and shared spaces in ways that help create a genuine sense of pride and belonging. Through mindful approaches, a connection with nature, and a strong belief in growth mindset, the aim is to create classrooms that feel welcoming, inspiring, and a place where every child can flourish.
Calm, Inclusive Environments
Teaching HOW to Think not WHAT to Think
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Teaching HOW to Think not WHAT to Think 〰️
Let me introduce myself!
Hi, I’m Jo!
I’m the founder of Time to Fly Teaching, a platform dedicated to supporting educators through high-quality resources, training and consultancy.
Drawing on my classroom experience, I work with teachers to improve practice, build confidence and create effective learning environments. Everything I offer is practical, realistic and designed to have immediate impact.