Lorna Williams

Lorna Williams

Principal Lecturer in Primary Education & Early Years Initial Teacher Training (EYITT) Course Leader

Primary Education

Contact Details

email: lorna.williams@worc.ac.uk
tel: 01905 542081

Lorna’s passion for early years education is integral in her role as Early Years Initial Teacher Training (EYITT) course leader, where she is actively involved in shaping and developing postgraduate pathways to achieve Early Years Teacher Status (EYTS). These innovative courses are set to commence recruitment in September 2024 and will officially launch with their inaugural student cohorts in September 2025.

Alongside this, Lorna assumes the roles of PGCE Early Years (3-7) cohort lead and Early Years subject lead, contributing to the advancement of early years education in Primary Initial Teacher Training (ITT) at the University of Worcester.

Drawing from her 17 years of experience as an Early Years Foundation Stage teacher, in addition to her role as Early Years coordinator and Phase Leader in a Pre-school and Reception setting, Lorna brings extensive expertise. Lorna guides aspiring early years teachers through various programs. Her emphasis lies in appreciating the distinctiveness of the Early Years Foundation Stage (EYFS), cultivating a robust early years teacher identity, and igniting a passion for early years pedagogy and practice among teachers. Lorna also co-coordinates the Reception Class Teacher Network (RCTN), a joyful community dedicated to positive and purposeful practice in Reception classes to influence early years education. Lorna's commitment to celebrating and championing the magic of early years persists through her writing, outreach efforts, and knowledge exchange.

During her time as an Early Years teacher, Lorna played a pivotal role in supporting and mentoring students from the University of Worcester across ITT programs. In her capacity as a school experience tutor within the School of Education, Lorna guides trainees in their professional development to become exceptional early years teachers, during placements and into their early careers.

In addition to her leadership roles, Lorna imparts knowledge in Primary Design and Technology across Primary undergraduate and postgraduate programs. She is also involved in instructing the PGCE 'Developing Teacher' module, the Undergraduate 'Teachers as Researcher independent study' module with a focus on early years, and the 'Foundation subjects: Diversity and Inclusion' module. With experience in coordinating Creative Arts, including Design and Technology, in primary schools in Solihull and Worcestershire, Lorna is dedicated to designing a creative curriculum that motivates and supports the success of all learners.


  • MA in Education (University of Worcester) (2023)
  • Fellow of the Higher Education Academy (2019)
  • Post Graduate Certificate in Teaching and Learning in Higher Education (University of Worcester) (2019)
  • BA (Hons) in Art and Design with QTS (University College Worcester) (1998)

Learn Upon Training completed

  • Safer Recruitment
  • Introduction to the Prevent Duty as it affects Higher Education
  • Safeguarding Essentials

Teaching & Research

Teaching Interests

  • Early Years Foundation Stage
  • Creative Approaches to Teaching and Learning
  • The Broad and Balanced Curriculum
  • Design & Technology – PITE1105, PITE2105, TIPE3113, PGPR4002: The Learning Child
  • Foundation Subjects: Diversity and Inclusion – PITE3105
  • Early Years Pedagogy and Practice – PITE1105, PITE2105, TIPE3111, PGPR4001: Developing Teacher
  • Teachers as Researchers independent study: Early Years – PITE3102
  • Foundation Subjects – PITE2105 module lead

Research Interests

  • Williams, L. (2023), ‘Choosing an Early Years PGCE pathway: What are students’ influences and motivations?’. University of Worcester.
  • Williams, L. (2019) ‘The implementation of a prior learning check to develop a more bespoke PGCE EY pathway’. University of Worcester.
  • Bespoke intervention to support Early Years trainee teachers
  • Physical literacy to improve fine motor control in Early Years and KS1 
  • The Broad and Balanced Curriculum
  • Planning inspirational learning environments with children
  • The power of parents as partners
  • Supporting Early Years Practitioners and Teachers


Professional Bodies

  • Fellow of the Higher Education Academy
  • Design and Technology Association (DATA)



Williams, L and Howard, C. (2023) Five golden nuggets to support ECTs in the early years. NASBTT Blog. https://eprints.worc.ac.uk/12697/

Williams, L. and Howard, C. (2022) Essential Guides for Early Career Teachers: Teaching Early Years. St Albans: Critical Publishing.

Williams, L.  (2021) ‘Little learners in a big world’, in Pugh, V.  & Hughes, D. (eds.) Teaching PSHE & R(S)HE in Primary Schools. London: Bloomsbury, pp. 33-44.

Williams, L. (2020) Vignette – ‘The continuous provision conundrum - quality provision that encapsulates the child’s voice’ in Carroll, J. & Alexander, G. The teachers' standards in primary schools: understanding and evidencing effective practice. London: Sage.

Williams, L. (2020) University of Worcester - Vignette of Practice: The Design and Technology Road Map – A Tool to Support Planning for Future Primary Teachers and Improve Module Formative and Summative Assessment. 

Carroll, J. Hughes, D. and Williams, L. (2019) Geographical Journeys through Timeless Tales. Primary Geography, Issue 100, p. 18-19.

Conference Presentations

Williams, L (2019) Enhancing Early Years pathways in Primary initial teacher education.

TEAN Conference. Birmingham. May 2019

Contribution through consensus workshop and consultation work:

British Nutrition Foundation (2020) Characteristics of good practice in teaching food and nutrition education in primary schools. London: New Derwent House.