WHO WE ARE
Latch is a community dance practice rooted in the belief that movement belongs to everybody.
We work with people of all ages, abilities and backgrounds, creating opportunities to move, play, explore, connect and create, in schools, early years settings, libraries, community spaces, health settings and wherever people are.
Our work is about much more than learning dance steps. We use movement as a way to build confidence, connection, communication and a sense of belonging. Sometimes that means creating a space for a child to explore what their body can do. Sometimes it means a parent and baby finding a moment of connection together, a group of teenagers discovering that dance can be theirs, or a community coming together through movement.
We believe dance doesn't need to look a certain way, happen in a studio or require people to see themselves as 'dancers'. It can be playful, messy, quiet, energetic, joyful, curious or completely unexpected.
We don't believe work should happen to communities. It should happen with them.
Latch creates spaces where people can arrive exactly as they are, find their own way into movement and leave feeling that they belong.
WHAT WE OFFER
Latch is based in Mid Wales and works across Powys and beyond, creating and delivering movement and dance opportunities wherever they are needed.
We work with schools, early years settings, community groups, libraries, health and wellbeing organisations and families, and we can shape our work around your setting, your people and what you want to achieve.
Bring Latch into your school
We can deliver creative dance and expressive arts sessions within your curriculum, develop bespoke projects with your pupils, or work alongside teachers to explore how movement can support learning, wellbeing, creativity and physical development.
Work with us on a project
Have an idea but aren't sure what it could look like? We love collaborating. We can work with schools, organisations, artists and communities to develop and deliver projects that respond to the people and place you're working with.
Bring movement into your early years setting
We offer playful, child-led movement experiences for young children, as well as training and creative development for early years practitioners. Sessions can support physical development, communication, confidence, exploration and connection.
Create something in your community
We can work with you to establish community dance sessions, workshops or longer-term programmes, bringing movement into existing community spaces and creating opportunities for people who may not otherwise access dance.
Book training or CPD
We deliver practical training for teachers, early years practitioners and other professionals, exploring movement, creativity and physical development in ways that can be taken straight back into everyday practice.
Come and dance with us
Latch also runs its own regular classes and community sessions across Mid Wales. These are open to people of different ages and abilities, with a focus on connection, creativity and enjoyment rather than getting everything 'right'.
Where we work
We are based in Mid Wales and work across Powys and throughout Wales, travelling to schools, settings, communities and organisations to deliver work.
If you have an idea, a space, a group of people or simply a feeling that “we could really do with some movement here”, get in touch.
You don't need to have a fully formed project. We can work it out together.
HOW WE WORK
There isn't one way to move, and there isn't one way to participate.
Our practice is playful, responsive and rooted in the people we are working with. We don't arrive with a fixed idea of what a session needs to look like and expect people to fit into it. We listen, observe, adapt and respond, often changing our approach in the moment depending on the people, the space and what is happening in front of us.
We create low-pressure, failure-free spaces where people can explore without worrying about getting it 'right'. There is no expectation that everyone will move in the same way, and participation can look different for everybody.
We use movement to support connection, communication, confidence and regulation, drawing on playful exploration and an understanding of how bodies learn, develop and respond to their environment. We think about what people need in order to feel comfortable enough to participate physically, emotionally and practically.
That might mean adapting a game for a child with additional needs, finding a different way for a parent and baby to move together, giving a teenager the freedom to make their own choices, changing the pace of a session because the group needs something different, or simply noticing when the plan needs to go out the window.
Access isn't something we add afterwards. It is part of how we think from the beginning.
Most importantly, we work with people. We are interested in what participants bring, what they notice, what they want to explore and where their ideas take us.
Because sometimes the most meaningful movement happens when we stop trying to make people fit the dance, and start making the dance fit the people.
Movement Specialist
I am a movement practitioner, often labeled as a dance teacher, but what I do goes far beyond traditional dance instruction. Think of me as a movement champion or specialist, delivering sessions that adapt to the unique needs and goals of each school, setting or group and its pupils/ participants.
My movement approach isn’t always labeled as dance—and that’s intentional.
Movement Pioneers
While we fully embrace everything wonderful about dance, we also recognise the power of movement in a broader sense. Believing that the more we move, the more we connect with others, open ourselves to the world, and grow braver and more self-aware. Our goal is to help children feel physically accepted, capable, and at home in their own bodies. That’s why we’ve developed a holistic movement approach that uses the best of dance while dropping the label, empowering children to become movement pioneers who feel that movement is truly for them.
Embodied learning is such an impactful way to explore the world. As adults, we learn by traveling, experiencing new foods, listening to talks, attending workshops, climbing mountains, and swimming—we physically engage with the world to feel more connected to it. This is the same principle we bring to children’s physical development and learning. We aim to help them feel at home both inside and outside their bodies, so they’re ready to explore and experience their internal and external worlds.
What We Offer:
Bespoke, Responsive Sessions: From 1-to-1 sessions to whole-class projects, our work truly responds to the needs of schools and pupils. We’ll meet you where you are and take you where you want to go.
Diverse Approaches: Sessions can range from super creative explorations—like embodying a caterpillar’s transformation into a butterfly—to more structured physical education-style activities, such as throwing, catching, and exploring movement potentials.
Creative and Pre-Planned Options: Whether you’re looking for child-led creative explorations or pre-planned choreography for a specific goal or event, we deliver both with equal passion and expertise.
Our aim is to ensure every child feels engaged, inspired, and amazing in their own way. We bring movement, connection, and joy into schools, helping children discover the power of their own creativity and physical expression.
Developing Movement Principles for Early Childhood
My greatest passion lies in developing movement principles tailored for early childhood. Our first experiences shape the internal maps and body blueprints that guide us through life. That’s why I am committed to rethinking how we deliver dance and movement experiences for children under five.
Often, these sessions are designed as entertainment or follow-the-leader activities, focusing on music, rhymes, and actions aimed at the child. But what if we shifted our perspective? By incorporating more freedom, flow, and creative exploration—and fewer nursery rhymes—we could foster a generation of children who are more physically aware, confident, and in tune with their bodies from the very start.
Many challenges faced in schools, such as difficulties with pen grip, sitting still, or even basic coordination, are signs of underdeveloped physicality. By providing rich, varied physical opportunities and encouraging physical play in early childhood, we can support the development of essential internal systems, laying the foundation for future growth and learning.
Reimagining Early Years Movement:
Physical Exploration: Helping children feel at home in their bodies and ready to explore their internal and external worlds.
Freedom and Flow: Moving away from rigid approaches to create spaces where children can pioneer their own movement experiences.
Embodied Learning: Just as adults learn through physical experiences—traveling, climbing, or swimming—we believe children should learn about their world through movement.
Everything we do matters to young children. Their brains absorb it all, shaping who they will become. Let’s work together to give them the best possible start.