Cathy Lord

Academic qualifications

MSc in Educational Leadership, National Professional Qualification for Headship, PGCE, Chartered Manager Level 7, Trauma Practitioner Level 5

Email

clord@ucb.ac.uk

"What inspires me most is witnessing the transformative power of relational practice: when emotionally available adults connect deeply with children, especially those at risk of disengagement, their sense of belonging and readiness to learn can be dramatically improved."

With over 25 years in education, including nine years as a Primary School Headteacher and time as Director of Pupils in a multi-academy trust, I’ve developed expertise spanning teaching, curriculum leadership, and learner support, from nursery up to whole-trust staff training. These experiences allow me to bring real-world leadership and classroom insight into my teaching. Whether I’m mentoring students, inspiring aspiring Early Years professionals, or helping colleagues move into new areas, I aim to make content relevant, engaging, and grounded in authentic, reflective practice.

What inspires me most is witnessing the transformative power of relational practice: when emotionally available adults connect deeply with children, especially those at risk of disengagement, their sense of belonging and readiness to learn can be dramatically improved. In fact, I’m exploring the role of the emotionally available practitioner and their impact within play-based learning environments as part of my PhD in Educational Research.

I find it deeply rewarding to help students reframe their view of education as something empowering and healing. Many of my students have faced significant barriers to education, and so seeing them grow in confidence and begin to see themselves as professionals who can make a difference is a real joy.

A common misconception I challenge is that working in Early Years, or in education more broadly, is just “playing with children” or “managing behaviour.” In fact, it demands deep theoretical knowledge, skilled observation, and intentional, research-based action. Every routine and interaction should be purposeful. I often remind my students that their role extends beyond delivering content: it’s about seeing the whole child, understanding their emotional and cognitive needs, and responding with curiosity, care, and professionalism. I’m incredibly proud of my nomination for the UCB ‘Best Personal Tutor’ Award in 2025; however, my proudest achievements come from times when I’ve succeeded in creating supportive, thriving environments for children and staff alike.

Students often tell me they feel seen, supported, and confident in my classes, valuing the safe, non-judgemental space I work to create. I talk about boundaries, reliability, and professionalism from day one, helping students to get ready for the world of work.

Outside of work, I like to keep a challenge on the go, such as training for a half-marathon and working towards completing the Kilt Walk in Scotland. I value time with my husband, our adult children, and our Jack Russell Ozzy (named after the legendary Ozzy Osbourne), who keeps life entertaining. I unwind with TV comedies such as Taskmaster and Would I Lie to You? and if I’m looking for deep reflection, I turn to the works of Brené Brown.