"Call me Miss Piper, but my friends know me as Ann-Marie—because even early years educators need a secret identity!"

My Philosophy

I believe every child has the innate ability to learn and a natural curiosity about the world. It’s up to the adults around them to create a safe, supportive space that nurtures this potential. I’m a strong advocate for open-ended play and unlimited access to the outdoors, as both provide rich opportunities for learning, creativity, and exploration.

When it comes to the curriculum, I believe children can learn about any subject—including geography and history—as long as it’s meaningful, engaging, and carefully designed. By creating a stimulating and thoughtful environment, children can confidently tap into their potential and thrive in all areas of learning.

I’m particularly passionate about early reading, recognising it as a powerful gateway to lifelong learning. I believe that systematic, well-structured phonics teaching—alongside a rich diet of storytelling and access to high-quality texts—lays the foundation for confident, joyful readers. My work supports practitioners in delivering early reading provision that is both rigorous and inspiring, ensuring every child has the opportunity to see themselves as a reader.

Having taught across both the EYFS and Key Stage 1, I also understand the importance of a smooth and developmentally appropriate transition between phases. I’m committed to maintaining a balance between play-based learning and more formal approaches, supporting children’s growing independence while nurturing their curiosity and love for learning.

My Experience

With over 11 years of hands-on experience in Early Years Education, I am an experienced EYFS Lead Practitioner, where I have lead and supported the development of strong EYFS practices across a variety of settings. This includes overseeing curriculum and setting design to ensure that each environment meets the highest standards for young learners.

Throughout my career, I’ve worked as an Early Years Educator, gaining invaluable experience in both nursery and reception classrooms. I’ve had the privilege of guiding children through their early educational journey, fostering their growth through play and exploration.

I also have experience teaching and supporting in Key Stage 1, where I have supported the transition from the EYFS into more structured learning while maintaining developmentally appropriate practices. This dual-phase experience has given me a comprehensive understanding of early primary education and allowed me to ensure consistency and continuity in children’s learning. My work in KS1 includes developing guided reading provision, implementing formative assessment strategies, and leading curriculum planning across core subjects.

In addition to my work in the classroom, I am a freelance content writer, contributing to renowned publications such as Tapestry, Teach Early Years, Times Educational Supplement, Kent Teach, and the Department for Education. My writing allows me to share insights, strategies, and resources with a wider audience of educators and parents.

As a Guest Lecturer, I’ve delivered bespoke EYFS lectures at Canterbury Christ Church University, sharing my expertise with future educators and inspiring them to create nurturing and effective early learning environments.

I am also an Early Reading Specialist, supporting schools in developing robust approaches to phonics, reading for pleasure, and early comprehension. I provide training, coaching, and tailored consultancy to help practitioners embed effective early reading pedagogy, with a particular focus on the Read Write Inc. programme. My work includes modelling best practice, delivering targeted interventions, and working closely with school leaders to ensure sustainable reading development strategies from the early years and into KS1.

My diverse experience allows me to bring a well-rounded perspective to all aspects of Early Years and early primary education, from classroom practice to curriculum design, content creation, and professional development.