From quiet confidence to bold change in Early Years leadership
How the NPQ in Early Years Leadership empowered Tara to lead change in Early Years.
“I was already leading. I just didn’t always feel I had the right to call it that.”
Tara is Assistant Headteacher and Head of Early Years Foundation Stage (EYFS) and KS1 at Highfield South Farnham School, part of the South Farnham Educational Trust (SFET). She had been shaping early years education for years – quietly but powerfully.
Leading across multiple nursery and school settings within the trust, Tara is responsible for designing curriculum, supporting staff, and ensuring every child has the best possible start. But without formal training in leadership, she often found herself second-guessing.
Then she discovered the National Professional Qualification in Early Years Leadership (NPQEYL).
“I wanted to do something that would support me in being the best I could be – and to make a difference in Early Years. This felt like the right fit.”
Finding the language of leadership
Tara took the NPQEYL in 2023. It gave her more than knowledge – it gave her confidence. Throughout the course, she found the theoretical grounding she’d long been craving.
“It was reassuring to see that a lot of what I was already doing instinctively was backed up by research. It gave me the language to justify my decisions and support others more effectively.”
She began to apply what she was learning in real time, designing CPD for staff, developing early years pedagogy across her trust, and embedding consistent, high-quality practice across multiple nurseries. For Tara, the programme offered both strategic insight and practical tools.
“It’s not just about policies or frameworks. It’s about understanding what good leadership looks like in the Early Years, and how to model that every day.”
Making a trust-wide impact
Leading across several Early Years settings meant that the improvements Tara made could be replicated widely – and fast. The NPQEYL helped her think more strategically, giving her tools to scale good practice and tackle challenges head-on.
“I was able to look at our offer as a whole and develop a more joined-up, impactful approach across settings. It wasn’t just theory; I was applying it straight away.”
That included refining curriculum plans, strengthening induction processes, and improving consistency in early language provision – all of which contributed to stronger outcomes for children and more confident practitioners. Tara also supported colleagues to reflect more deeply on their own practice, creating a culture of shared learning and accountability.
Elevating Early Years leadership
Despite the scale of her role, Tara is quick to point out how many Early Years leaders still don’t see themselves as such – or are overlooked by others.
“People think Early Years is just playing and painting. But what happens in the first five years of a child’s life lays the foundation for everything else. We need to invest in the people leading that work.”
For Tara, Early Years isn’t just a phase – it’s the most crucial point in a child’s development. The NPQEYL not only validated her leadership but helped raise the profile of Early Years work within her trust.
“This programme shows that Early Years deserves as much attention and investment as any other phase.”
The NPQEYL validated Tara’s role, amplified her voice, and equipped her to lead with clarity and conviction.
“The impact? It starts right away.”
Her advice? “You’re probably leading already.”
“I would absolutely recommend NPQEYL. Even if you don’t see yourself as a leader yet, you probably are. This programme gives you the confidence, the tools and the evidence to own it. And the impact? It starts right away.”
Ready to make a bigger impact in Early Years?
Gain the tools, confidence and clarity to lead with purpose – and help give every child the best start in life.