By Nicola Minshall, Head of Early Years at Moorfield School

If you were to look for me during a typical school day, you’re unlikely to find me sitting behind a desk. You’re far more likely to spot me outside in the mud, alongside the children—deeply involved in imaginative play, investigating a bug hotel or following whatever discovery has captured their curiosity that day.

I’ve never been someone who would work well bound to the four walls of an office. I’ve always loved being active outdoors—whether I’m running, paddle-boarding or finding new adventures with my own two children. That lifestyle naturally shapes how I work with the children at Moorfield. I want to be alongside them, encouraging curiosity, exploration and a healthy sense of risk-taking in their learning.

My journey into education wasn’t driven by a single lightbulb moment, but more by a natural calling. Volunteering with groups of younger children during my own Duke of Edinburgh Award was when I first realised how strongly I was drawn to supporting, guiding and encouraging early development. I fell in love with the energy children bring to the world—and the honesty with which they experience it.

After completing my three-year teacher training degree, I spent around a decade working in busy state primary schools. I loved teaching, but I found myself constrained. I knew I wanted something different—I wanted to build real relationships with children and their families, and to create meaningful partnerships in learning.

Nine years ago, a maternity cover position came up at Moorfield, advertising a child-led approach with small class sizes. I was intrigued enough to step through the gates for what I thought would be a one-year placement… and I never left!

Now, as Head of Early Years, I’ve worked hard to help shape a setting that offers a very different experience from the reputation sometimes associated with independent education. There is a misconception that private schools are intense and highly competitive from the very beginning. At Moorfield, we do the exact opposite. We take the pressure out. We value childhood, and we protect it.

We give children the time and space to explore, imagine and experience the world at their own pace, rather than rushing them from one milestone to the next. While our children still comfortably meet and master all of their Early Learning Goals, the path we take is fluid, responsive and shaped entirely by the children in front of us.

If parents ask me for our exact daily timetable, I honestly tell them I can’t give them one—because it changes depending on the children sitting in front of me. If there is a moment of conflict in the playground, we pause and use it to build that vital emotional literacy. If something unexpected sparks fascination, we follow it.

During a recent challenge activity, we read about words disappearing from modern children’s dictionaries—particularly nature words like kingfisher, conker and acorn. The children were genuinely upset at the idea that future generations might lose these words. Rather than moving on, we stopped. Together, we created our own ‘Book of Lost Words’ to share with the nursery children, preserving that vocabulary in a way that felt meaningful to them. Because the writing had purpose, it mattered. They owned their learning in that moment—and that is when it becomes truly powerful.

We also use Evidence Me to share daily snapshots of the children’s learning with families. Even though recent government changes mean schools are no longer required to record these observations, we continue to do so because keeping that bridge between home and school is vital. Our families know they are always part of the journey, and that we remain open, accessible and connected.

As I look to the future, my focus is on continuing to grow and protect this child-led ethos. From September, I’m stepping into a new role as Head of Lower School. While I will remain our full-time Reception teacher, my remit will now extend across EYFS and Key Stage One, spanning ages 2 to 7.

This new role is part of a wonderful stride at Moorfield to build even stronger connections across our key stages. By making our approach more cohesive, we can further smooth the transitions for children as they move from one space in the school to another, ensuring that early magic isn’t lost.

Ultimately, I want every child in our Lower School to feel inspired, capable and excited about the world around them—leaving us as kind, independent, curious learners who never lose their love of discovery.